TOWARD A SCIENCE OF LEARNING
Diana Chapman Walsh writes in Inside Higher Ed: Efforts to identify fruitful points of intervention in the classroom and in co-curricular offerings are picking up steam, importing into the councils of higher education -- and strengthening -- a line of educational research that had been largely overlooked by faculty and administrators whose disciplinary allegiances were with the liberal arts and sciences, not the study of pedagogical practice. A number of foundations, notably Teagle, Spencer, and Mellon, are funding empirical studies that are uniting these worlds. The Carnegie Foundation for the Advancement of Teaching has been a leading voice in this conversation for many years as, more recently, has the Association of American Colleges and Universities.
The new measurement regimes are responding, as well, to demands from accrediting and regulatory agencies for convincing data on "value-added educational outcomes." But educators know that assessing what students have learned is far less valuable than finding out how they learn. Uri Treisman’s (Carnegie Senior Partner and Dana Center Director) landmark study at Berkeley a quarter century ago validated this proposition. He compared how students of African and Chinese descent learned calculus, used the findings to export successful strategies from one group to the other, and evaluated the results. Richard Light’s studies at Harvard carry on the Treisman tradition.