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This paper presents a case study of faculty in a psychology department whose shared questions about pedagogy and learning informed a data-driven curricular review and revision using an open-ended assessment that privileged deep learning. This paper describes the development of this assessment and how its results across the arc of the major led to a revision of the department's curriculum, including the creation of new courses that focused on developing students' abilities to 'think like psychologists.' The study indicates that faculty intuitions of potential problems in student learning can be successfully assessed and then addressed through curricular changes.

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Teachers should “talk” mathematics with their students more often. The key premises of this paper are (I) that teachers can more effectively help children learn arithmetic if they understand what a child knows, (2) that this understanding is best arrived at through dialogue with children, and (3) that the dialogues themselves are valuable instructional episodes.