ABSTRACT
Taking classes on American higher education, the author came to understand some of the reasons behind the great variation in pedagogical quality: Professors rarely have much, if any, formal training as teachers and very little extrinsic motivation to get better once hired. Most of what he knows about teaching and learning comes from three sources. The two academic ones were his recent study of assessment in higher education and of social constructivism as discussed in child development. The author had developed a cogent narrative to, in his words, "tell the story" of child development. The content, in which he was well versed, should have salience for students, since it provided an excellent foundation for anyone who might someday have children or teach young people. His efforts to help the students engage personally with the content met with varied success. Without a continuous flow of good information about student learning, teachers are flying blind.
