but students learn.”

College professors often say that their goal as teachers is to assist students to think for themselves. One way to do that is by taking note of the growing body of research into teaching and learning in higher educa-tion. After all, approaching teaching in a scholarly way, mindful of recent research, making decisions based on evidence, seeking feedback systematically, and the like, parallels the approach we take as researchers. Thanks to Ernest Boyer’s Scholarship reconsidered: priorities of the professoriate (1990), this approach is widely known as th