ABSTRACT
Teaching and learning: two words that sound like they go together but, in the history of higher education, efforts to document the link between the two have been embarrassingly anemic and typically relegated to second-class status in the academy’s research community. Our focus has been on teaching, the “sage on the stage,” and our understanding of the relationship of teaching and learning largely grounded in anecdotal evidence and academic folklore. Even in psychology, where learning generally has been a core theoretical concept, applications to the work we do in the classroom have been limited.
