TABLE 3.

Examples of learner statements that illustrate parallels between faculty and students as learners

Examples of learner statements
Faculty	Student
Learners have a knowledge and experience history that is unique. This history can aid learning, or it can hamper it.
“I don’t understand why today’s students need more than a good lecture and a textbook to learn.”	“I don’t understand why I got a ‘C’ on the test, I studied my flashcards and highlighted the reading.”
Learners have naïve conceptions that limit learning and prevent deep understanding.
“Group work results in the weaker students parasitizing the stronger ones.”	“Enzymes can make a reaction with a positive free-energy move in the forward direction.”
“Students should readily recall what has been covered in prerequisite courses.”	“Plants don’t need mitochondria because they have chloroplasts.”
“I teach large classes in auditorium-style classes; active learning just isn’t possible.”
Learners have difficulty transferring information learned in one context to another.
“I see why providing connections to the lives of students is important, but there just aren’t many examples of how molecular biology relates to real life.”	“We studied oxidation in organic chemistry, but can you explain again why it is important in the citric acid cycle?”
Learners are more successful when the value of what is being learned is made obvious.
“I don’t see a need to change my teaching; my teaching evaluations are quite good.”	“I didn’t really do the reading; the teacher always lectures on what’s in the book.”

Statements in the table are not direct quotes but are aggregates that reflect views expressed in workshops with STEM faculty members and teaching-learning experiences with students.