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Workshops and Trainings

In 1883, the first vaudeville theater opened in Boston, Massachusetts. Yes, vaudeville. Possibly originating from "voix de ville" or "voice of the city," this theatrical genre of variety entertainment, rife with pantomime, slapstick turns, and song-and-dance numbers, allowed so many to escape their tiny apartments in the big cities and experience astonishing wonders. Off they went with singers, dancers, comedians, plate-spinners, jugglers, animal trainers, and ventriloquists. Feasts for the eyes, ears, hearts, and minds. In the spirit of vaudeville the ASLO Subcommittee humbly offers a variety of professional development opportunities that aim to (professionally) entertain you and support your outcomes assessment efforts.

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Resources for Scholarship & Professional Development Using Assessment of Student Learning Outcomes

Thinking about student learning outcomes, those results, and discussing them with colleagues are a key part of professional development in one's discipline. Carefully reflecting on the expectations of what students should achieve, what skills they should develop, and what knowledge they should have is at the heart of continuing to develop as an instructor and as a member of one's discipline. This Scholarship of Teaching and Learning (SoTL) is a classroom-based inquiry into subject matter teaching and learning conducted by discipline faculty ... more detail

(The following opportunities are hot-linked for quick access. Specific dates/places may be omitted in lieu of more general links to avoid link decay.)


Arts and Design

Developmental Education

English as a Second Language (ESL)



Nursing and Allied Health


Political Science


Theatre, Dance and Film

Trades and Industrial Technology

Teaching Faculty Web Resources

The sources below represent a small sample from a growing literature on assessment and student learning as a practice of higher education teaching faculty. These resources address these current pressing issues broadly or learning assessment in the context of graduate education (i.e., the assessment of graduate programs or the preparation of future faculty to assess student learning).

As part of AAC&U's Liberal Education and America's Promise (LEAP) initiative, the VALUE project seeks to contribute to the national dialogue on assessment of college student learning. The VALUE project builds on a philosophy of learning assessment that privileges authentic assessment of student work and shared understanding of student learning outcomes on campuses over reliance on standardized tests.

Throughout its history Carnegie Corporation has sought to promote and preserve a robust American democracy by supporting expanded opportunity through education. Our goal is to generate systemic change throughout the kindergarten to college (K - 16) continuum, with particular emphasis on secondary and higher education.

The CIRTL mission is to enhance excellence in undergraduate education through the development of a national faculty committed to implementing and advancing effective teaching practices for diverse learners as part of successful and varied professional careers.

CLA in the Classroom focuses on issues of teaching and learning, and draws on principles from the literature on authentic assessment, performance tasks and rubrics.

The Preparing Future Faculty (PFF) program is a national movement to transform the way aspiring faculty members are prepared for their careers. PFF programs provide doctoral students, as well as some master's and postdoctoral students, with opportunities to observe and experience faculty responsibilities at a variety of academic institutions with varying missions, diverse student bodies, and different expectations for faculty.

Tuning USA is a faculty-led pilot project aimed at defining what students must know, understand and be able to demonstrate upon degree completion. Tuning USA methodology is based on similar work to increase the transparency around what a degree represents under Europe's Bologna Process.

NILOA's primary objective is to discover and disseminate ways that academic programs and institutions can productively use assessment data internally to inform and strengthen undergraduate education, and externally to communicate with policy makers, families and other stakeholders.


Neglecting to Cultivate A Research-Based Teaching Practice
Teaching Mistakes: Four Lessons for Instructors