As educators we are sure that students change as a result of the educational process. However, we are not always sure how students change and in what way we contribute to this change. This paper suggests (1) a conceptual framework that can be used to specify the nature and magnitude of change in the learning process, (2) how to operationalize our contrib ution in the learning process, and (3) how to implement the approach in the classroom. The paper concludes with a dis cussion of the benefits that accrue to both the instructor and the students.
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