Journal on Excellence in College Teaching, Volume 10, Number 3

With the many changes in student population and course structures over the decades since the bulk of the present American faculty were students, it has become increasingly important for professors to understand how their students make judgments about their academic work. What beliefs and attitudes affect student behavior? How can a teacher stay in touch with student progress during a course? What will aid students to be better participants in classroom discussions? How can professors communicate with students from other language communities? How do students decide which courses to take? The authors in this issue provide information and recommendations to address these concerns.