Focus on Learning: A Message From the Editors
Abstract
The biggest change in higher education during the decade since the term "Scholarship of Teaching" was first used (Boyer, 1990) is the understanding that student learning is the sole measurement of educational quality. It is difficult, perhaps, to remember that institutional status was once measured in terms of inputs such as the number of books in the college library, the percentage of faculty members with advanced de- grees, or the amount of federal funds awarded to the institution. Since the teaching-learning connection began to be investigated in a scholarly way (Richlin, 2001), the emphasis on learning outcomes has become the primary focus, with student satisfaction an important but secondary concern.
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