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Some time ago I asked our senior academic managers to revisit the essential elements of our student learning environment. As the college continued to grow rapidly, we knew re-examining our basic assumptions and practices related to student learning would only get more difficult as the numbers of faculty, courses, students and learning resources increased exponentially.
One area of particular interest was the core ideology about learning science. Our entire academic team — including vice presidents, deans, faculty and specialists in instructional design outcomes and learning resources — engaged in a yearlong review of some seemingly simple but critical questions.
