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Using the principles of the scholarship of teaching and learning, we evaluated 2 learning strategies to determine if they could improve student exam performance in general psychology. After the second of 3 exams, we gave students the option of participating in a specific learning activity and assessed its impact using the third exam. In Study 1, participating students generated a minimum of 3 questions per week over course material. Lower performing students who participated improved their exam performance such that they were indistinguishable from stronger students who did not participate. In Study 2, students had the option of generating concept maps over course material. Generating concept maps significantly improved performance.

Ten American English vowels were sung in a /b/-vowel-/d/ consonantal context by a professional countertenor in full voice (at F0 = 130, 165, 220, 260, and 330 Hz) and in head voice (at F0 = 220, 260, 330, 440, and 520 Hz). Four identification tests were prepared using the entire syllable or the center 200-ms portion of either the full-voice tokens or the head-voice tokens. Listeners attempted to identify each vowel by circling the appropriate word on their answer sheets. Errors were more frequent when the vowels were sung at higher F0. In addition, removal of the consonantal context markedly increased identification errors for both the head-voice and full-voice conditions. Back vowels were misidentified significantly more often than front vowels. For equal F0 values, listeners were significantly more accurate in identifying the head-voice stimuli. Acoustical analysis suggests that the difference of intelligibility between head and full voice may have been due to the head voice having more energy in the first harmonic than the full voice.

Scholarly research focusing on teaching and learning has experienced extraordinary growth in the last 20 years. Although this is generally good news for the profession of teaching, a troubling form of tribalism has emerged that inhibits the advancement of teaching practice. In this essay, we trace the development of scholarly inquiry into teaching and learning and the emergence of different ''tribes'' within the movement, each with its own outlets, goals, and methods. Finally, we discuss how these tribes can bridge their differences and work together to advance teaching effectiveness.

The number and variety of teaching methods are virtually endless and, given technological advances, ever increasing. As an exercise, we eight authors were able to generate a list of over 90 different methods from memory, but there are certainly many more. Given the large number, instructors are faced with the challenge of finding the most effective teaching strategy for their purposes. The need for a comprehensive, empirically based process to guide the selection and implementation of teaching strategies is clear. The purpose of this chapter is to describe such a process. In the first part of this chapter, we introduce a model of teaching that can guide the selection and implementation process. In the second part, we provide a set of examples of how the model can be used to accomplish learning goals.