Research and practice in undergraduate education: And never the twain shall meet?

Abstract

This paper identifies some of the most significant -- and counterproductive -- gaps between what research reveals about how college students learn and how to maximize student learning, on the one hand, and, on the other, current academic, pedagogical, and administrative practices and policies. Drawing on research evidence from the cognitive and neural sciences, anthropology, sociology, psychology, education, and other sources, the paper first summarizes what is known about how students learn and what instructional practices and structures appear to be most effective in promoting student learning. The paper then contrasts this research-based evidence with current pedagogical, curricular, structural, and administrative practices and policies, and discusses the implications for instructional and organizational practices and policies. The paper concludes with a discussion of five explanations of why the gap exists and what might be done to close it.