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Revealing that it is not what students think, but rather how they think that is important to the learning process, the contributors to this issue explore the full-range of cognitive and emotional dimensions that influence how individuals learn—and they describe teaching practices for building on these to help students develop intellectually and personally. They examine how students' unique understanding of their individual experience, themselves, and the ways knowledge is constructed can mediate learning. They look at the influence of gender, race, ethnicity, and sexual orientation in shaping the learning process and examine how to create a culturally responsive learning environment for both students and faculty. The issue also explores the role of service learning in developing a strong sense of the caring self, examines the opportunities and challenges of expressing cultural identity in the learning community, and offers various strategies for linking learning goals to students' views of knowledge.
1. Meaning-Making in the Learning and Teaching Process(Michael Ignelzi).
2. Learning to Make Reflective Judgments(Patricia M. King).
3. Toward a More Connected Vision of Higher Education (Blythe McVicker Clinchy).
4. Democratic Citizenship and Service Learning: Advancing the Caring Self(Robert A. Rhoads).
5. Creating a Culturally Responsive Learning Environment for African American Students(Mary F. Howard-Hamilton).
6. Identity Development of High-Ability Black Collegians (Sharon Fries-Britt).
7. Expressing Cultural Identity in the Learning Community: Opportunities and Challenges (Anna M. Ortiz).
8. Creating a Positive Learning Environment for Gay, Lesbian, and Bisexual Students(Nancy J. Evans).
9. Teaching to Promote Holistic Learning and Development(Marcia B. Baxter Magolda).