• What kinds of understanding, abilities, dispositions, habits of mind, an ways of thinking, knowing, and problem solving do faculty members believe students should achieve by the time they graduate?…How do faculty members build on one another’s work to ensure that student have ample opportunity to develop institutional and programmatic learning outcomes?

• What evidence would document students’ progress towards those expectations, and how could that evidence be captured so that faculty members could learn about patterns of student achievement to inform pedagogy and curriculum?

• How do educational experiences outside the classroom complement and contribute to expected learning outcomes?…What do the curricular and other educational experiences “add up to”?

• Given the diversity of students in higher education, including their experiences and learning histories, which students benefit from which teaching strategies, educational experiences, or educational processes believed to be responsible for contributing to expected student learning and development?

• What assumptions about teaching and learning underlie how faculty members teaching in a discipline? What assumptions about assessment methods underlie when and how faculty members assess their students’ learning? How are methods of assessment aligned with content, pedagogy, and instructional design to deepen students’ learning to foster transference of knowledge and abilities to new situations?

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