Drawing on contributions by renowned educational researchers, this book "takes stock" of teaching and learning research in higher education. Core findings include: -There is a relationship between how faculty teach and how students learn - when faculty teach in traditional teacher-centered ways, students tend to adopt surface learning strategies. -There is also a relationship between how students learn and the learning outcomes they achieve - surface learning strategies tend to result in a variety of learning deficits.-The majority of faculty continue to teach in traditional teacher-centered ways, resulting in system-wide learning deficits. -There is much faculty can do in support of student learning - from improving organization and communication in the traditional lecture to the adoption of non-traditional pedagogies and assessment techniques. Arguing for an enhanced commitment to evidence-based practice, Taking Stock offers concrete suggestions for changes on a systemic level in support of student learning and calls on all those working in higher education - faculty, educational developers, administrators, and government officials - to work together to bring about these changes.