Incluye referencias bibliográficas (p. 203-214)

Introduction / Robert J. Thompson, Jr. -- From bottlenecks to epistemology in history: changing the conversation about the Teaching of history in colleges and universities / Leah Shopkow with Arlene Diaz, Joan Middendorf, and David Pace -- Using scaffolding and metacognitive processes to improve critical thinking in the disciplines / Andrea Follmer Greenhoot -- Think like/write like: metacognitive strategies to foster students' development as disciplinary thinkers and writers / Deborah Meizlish, Danielle LaVaque-Manty, Naomi Silver, and Matthew Kaplan -- How Writing-to-Learn practices improve student learning: connecting research and practice through a consideration of mechanisms of effect / Christopher Thaiss and Julie Reynolds -- Assessment approaches and perspectives: engaging faculty and improving student learning / Jessica L. Jonson and Robert J. Thompson, Jr. -- Developing a process for assessing general education learning outcomes across a multi-college university / Erin Blankenship, Shari J. Stenberg, and David E. Wilson -- Disciplinary-specific thesis assessment protocol: a validated rubric 159 that promotes student learning and faculty development / Julie Reynolds -- Teaching and learning centers as professional learning communities / Daniel Bernstein -- Amplifying the impact of pedagogical research: the role of teaching centers and writing centers / Matthew Kaplan, Deborah Meizlish, Naomi Silver, and Danielle LaVaque-Manty -- Systematic to systemic: a heuristic framework to improve educational practices and student learning / Robert J. Thompson, Jr. -- Changing the conversation, changing the culture: the place of 225 foundations in the learning commons / Annie W. Bezbatchenko, Andrea Conklin Bueschel, and Donna Heiland