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…

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 chapter argues that the use of debates in a core world history course can foster both authentic learning in the discipline and progress toward intellectual and ethical maturity.

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)

This chapter argues that liberal learning can be transformative and foster students' intellectual and ethical development only if we consider its development underpinnings and pedagogic strategies that illustrate that the skills of academic inquiry are the skills of personal development. (Contains 1 note.)