Discoveries in the learning sciences (especially in neuroscience) have yielded a rich and growing body of knowledge about how students learn, yet this knowledge is only half of the story. The other half is know how, i.e. the application of this knowledge.
For faculty members, that means applying the discoveries of the learning sciences to teaching in ways that improve and yield meaningful information about student learning. This article addresses three questions: What do professors need to know about the science of learning to teach most effectively, how can they find out if what they are doing is working, and how can faculty-development efforts best help them apply the knowledge drawn from the research?