A teacher reports on helpful advice she received from a colleague when she started teaching: to teach students in the cognitive mode in which they learn best (auditory, visual, kinesthetic, or tactile). (TE)

This book proposes a broad view of the college curriculum, suggesting that it be defined as an "academic plan." The plan included decisions about what, why, and how students learn; ways to determine whether students have learned what they are supposed to learn; and methods of using this information to improve the plan. Taking both a macro and a…