PREFACE

This book has been written in response to two widespread problems that I see in much of college teaching today. The first is that the majority of college teachers do not seem to have learning goals that go much beyond an understand-and-remember type of learning. A few extend into certain aspects of application learning—such as problem solving, thinking, and decision making. But even those who offer a decent version of application learning are notable by their exception. As a result, sitting in many courses gives one the feeling that teachers are doing an information dump. They have collected and organized all the information and ideas they have on a given topic and are dumping their knowledge onto (and they hope into) the heads of their ...

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