After 25 years of teaching undergraduates, graduates, and older adults, I am still trying to fathom the mystery of how people do and do not learn. I have been edified by research on the subject and by experts who share what they know. But, like most college faculty, I have often been deprived of a deep reservoir of insight about teaching and learning. Faculty, unlike many other professionals, lack the continuing conversation with colleagues that could help us grow more fully into the demands of the teacher’s craft.
