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)

Describes Robert Kegan's theory of meaning-making--how individuals make sense of knowledge, experience, relationships, and the self. Applies the theory to college students and how their understanding of their experience, themselves, and their relationships with others mediates learning. Draws implications for the design of college curricular…

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…

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

Teaching assistantships can be a help or hindrance to a student's completion of a graduate degree and preparation as a teacher-scholar. The way in which graduate students are introduced to pedagogical scholarship and enabled to use that knowledge is critical. Different models are in use to train and mentor graduate students. (Author/MSE)

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.

The need for a structure for the discipline of bibliographic instruction is discussed in the context of library instruction as a means of developing critical thinking skills in students, based on experiences with student patterns of thought. (MSE)

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 potential contribution of classroom research as a tool in the training of teaching assistants is explored. By collecting data on what students are learning in their classrooms, teachers can assess the effectiveness of their own teaching. (MLW)

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)

Identifies the problems and challenges of large lecture-class-format college classes and offers empirical and theoretical rationales for moving to approaches that emphasize small-group learning. Cites research showing small groups promote cognitive elaboration, enhance critical thinking, provide feedback, promote social and emotional development,…