This chapter argues that expert practice is an inquiry that surfaces a hermeneutic relationship between theory, practice, and the world, with implications for new lines of questioning in the Decoding interview.

This chapter focuses on project-based learning in colleges of business, a concept that offers the student a "hands-on" approach to knowledge by working on actual projects with business community organizations. However, it may take more than such partnerships to assure graduates become "educated people" as well as those…

The social basis of learning is a concept that has been embraced by the higher educating community. Since the 1980s, there has been exciting growth and the development of specific practices that better engage students in academic content. The purpose of this review of the social basis of learning is to summarize contributions on this topic to the…

The lack of national attention to preparing future faculty for their roles as citizen-scholars represents a significant missed opportunity. Whereas graduate student involvement in engaged teaching and research, such as service-learning or community-based research, likely has immediate benefits for retention and learning, this article focuses on…

Pedagogical inquiry on teaching and learning in higher education is best served by methodological approaches that produce purposeful questions and engage in systematic analysis. (Contains 1 table and 1 figure.)

An Academic Practice Unit needs to work strategically and interact with other departments to place research-based teaching on the institutional agenda and support staff adequately for their roles.

In higher education, there is distinction between what is valued as scholarship and the pragmatic needs of the larger world. In the dominant view of scholarship, research and theory are superior to practice. An alternative view is that, in many fields, knowledge emerges from the complexity and rigors of practice. (Author/MSE)

Practical suggestions and application of six principles from cognitive psychology can make learning more efficient now and produce learners who will be more self-sufficient in the future. This means redefining student and teacher roles, organizing the course and content in a way consistent with how learning occurs, and helping students learn how…

Students are motivated to the extent that they initiate and sustain meaningful involvement in learning. Theories of motivation suggest that appropriate attention to college students' needs and expectations for success will enhance their involvement and learning. (Author/MSE)

Faculty need to be supported and encouraged to integrate disciplinary research and scholarship into undergraduate courses and programs in ways that are beneficial to their students' learning. (Contains 1 figure.)

The prevailing notion of integration of college teaching and research is more myth than reality. To make the relationship more productive, educators must change the terms, redefine research, and reorient thinking about teaching, understanding that teaching and research are distinct and not automatically linked. Institutions must implement policies…

Discusses the relationship between research and the scholarship of teaching, emphasizing creation of pedagogical content knowledge. Examines linkages between the scholarship of teaching and the literature on teacher research and action research, between formal educational research and contextual classroom research, and between the scholarship of…

Three principles based on research in cognitive psychology explain the potential power of problem-based learning: (1) learning is a constructive, not a receptive process; (2) metacognition affects learning; and (3) social and contextual factors influence learning. These principles are more likely to be activated when specific teacher behaviors and…

This article examines the role of social context in teaching and learning at the college level and reviews principles of six research and conceptual approaches which address social context: the transactional perspective; student-centered instruction; cooperative learning; communication theory; group-process theory; and curricular/structural…