We are a community of scholars who care about the learning of our students and recognize that learning is an enormously complex process. We regard the learning of our students as an appropriate subject of scholarly inquiry: what does it mean to learn; how do we best foster its development; how do we and our students best come to understand the nature and progress of their learning; and how do we evaluate our own efforts? We expect to contribute to the emerging scholarship of learning and teaching, to create powerful learning environments for our students, to address many of the most troublesome social and personal forces that often keep highly talented students from realizing their full potential, and to contribute to a learner-centered, researched-based approach to higher education that has the potential to transform colleges and universities.

Some of us come from disciplines that study human learning; most of us do not. But as college educators we are all concerned with helping other people to learn, and we realize that there is a vast and growing body of research and theoretical literature on learning and motivation that can inform our practices. We realize also that we can learn from one another, pooling the rich insights and best practices of many people to create richer insights for all of us.

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