emphasizes the unity of teaching and research, with a focus on a particular type of research and its potential for both the researcher and the student as a researcher. These two approaches raise issues relating to the differentiation between institutions of higher education. the aim of higher education at the university. the organization of higher education in terms of the curriculum and teaching. and institutional policies and financing. (56 ref)-Ccntreji,r Edurcitionrrl Polic:v n r d Innovcirion, Cirtholic Univcwity ofleuven, Belgium.The ccholarship of teaching and learning is tailor made for two-year colleges. But the widespread adoption of the scholarship of teaching and learning Faces the obstacles of negative attitudes toward scholarship and research on the part of two-year college faculty and their tendency toward "pedagogical solitude." In response to these obstacles, two solid reasons for two-year college faculty to engage in the scholarship of teaching and learning should be emphasized. First is that the scholarship of teaching and learning represents an authentic way of measuring and assessing the range of student accomplishment. The second reason is to raise the intellectual profile of two-year college faculty within higher education and among the public at large. ( 12 ref)--Profi.s.sor of English, Bristol Community College. 0665-4YGMT

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Kegan's constructive-develomental theory builds on the work of Piaget, Erickson, Kohlberg, and Perry to conceptualize the process of human development from infancy through adulthood. Kegan emphasizes the period of adolescence onward, encompassing the ages of community college students. The authors outline the basic concepts of Kegan's theory, particularly as it applies to education. Based on their teaching experiences, they illustrate how Kegan's theory can be used by instructors to understand the dynamics of the community college classroom using entries from student journals. The illustration provided can be used by instructors to explore their own expectations when they make assignments and to begin understanding how students develop during a semester.

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The current study applies the developmental learning theory of Robert Kegan to the community college classroom. In focusing on the work of community college students, the authors will reflect on the observed cognitive abilities of incoming students and proceed to chart their growth as learners. While acknowledging that community college students represent an extremely wide range of age and experience, the authors chose to study “emerging adults,” those students who, in their late teens, are just at the cusp of achieving a complex view of themselves and others. The authors hope to show that such learners stand a much better chance of evolving into complex thinkers and effective problem-solvers when given a support structure (a bridge) to smooth their way.