ABSTRACT
AS WE NOTED IN Chapter 1, we and the higher education community at large (Barr & Tagg, 1995; Huba & Freed, 2000; Jones et al., 2009; Tagg, 2003) have learned a great deal in the past 20 years or so about what it means to be an effective college-level instructor. Ultimately, our measure of teaching success is tied to the quality of what our students learn. If they learn and develop in meaningful ways, we are successful. If they don’t, we are not. It is that simple.
