Growth mindset is an important psychological factor for effective instruction. This chapter discusses how mindset affects learning and achievement, offering a wealth of tools that can help students and instructors understand and utilize a growth mindset.

Working with adult learners presents a unique set of interpersonal boundary questions. In this chapter, the authors discuss the characteristics of working with adult learners that have led them to explore questions about boundaries between them and their students. They then identify how they might define, set, maintain, adjust, and work close to…

In 1995 when "New Directions" issue No. 63, "Understanding Self-Regulated Learning," was published, the issue editor, Paul Pintrich, was one of the leaders in studying how college students learn and what helps or hinders them during the process. His contributions to the field have been tremendous and very significant both theoretically and…

This chapter reiterates the need for attention to the journey of self-authorship and suggests next steps for institutions and educators.

Student learning and student development are part of a unified framework rather than separate interests to be pursued independently.

Teaching--and assessing learning--about diversity through service-learning is full of challenges, especially if the learning goals are affective. The teacher has no good way of knowing exactly where the starting point is for each student. The student may only know where the starting point was once he or she has moved beyond it and sees it in…

This summary chapter organizes recommendations from the first eight chapters of this journal issue into a framework that helps faculty understand and incorporate students' meaning-making into the learning process. Longitudinal data on young adults' learning and development are used to integrate multiple dimensions of development. (Author/DB)

Making self-authorship a goal of an interdisciplinary multisemester general education program shows great promise for meeting desired undergraduate learning outcomes for citizen-learners. (Contains 1 table.)

Noting that gay, lesbian, and bisexual students often first acknowledge their sexual orientation in college, this article suggests ways that faculty can foster student learning by taking an active role in creating a welcoming and inclusive learning environment for these students. (Author/DB)

An analysis of the Washington Center internship program suggests that powerful and appropriate learning results when internships give students an experience of intense involvement, coupled with sustained, systematic reflection. The Washington Center works in partnership with over 600 institutions and internship sites in Washington, D.C. (MLW)

Educating the whole student requires addressing spiritual development and is best accomplished through an integration of academic and student affairs.

College students' developmental stages affect their capacities to comprehend and absorb difficult texts and moral problems embedded in them, and faculty should teach accordingly. Interpersonal subjective transactions between teacher and student, the latter of whose identity is in flux, can result in transformations for both. (Author/MSE)

A permutation of the original program, TeamSI represents an ambitious attempt to improve both students' deep understanding of their knowledge in a professional discipline and their self-development as more mature learners and leaders.

The connections between college student self-evaluation and student development are examined, and it is proposed that such self-evaluation may actively encourage specific aspects of cognitive, psychological, and social development and help the student integrate the experience. (MSE)

Discusses the development of cultural identity in college students and links it to development of critical thinking and intercultural competence. Suggests effective strategies for dealing with difference in the college classroom based on the dynamics of cultural identity development. (DB)