8 PROMISING PRINCIPLES FOR TRANSLATING PSYCHOLOGICAL SCIENCE INTO TEACHING A N D LEARNING FRANK C. WORRELL, BETTINA J. CASAD, DAVID B. DANIEL, MARK McDANIEL, WAYNE S. MESSER, HAROLD L. MILLER JR., VINCENT PROHASKA, AND MARTHA S. ZLOKOVICH Psychology is a science, teaching is an art, and sciences never generate arts directly out of themselves. An intermediary, inventive mind must make the application. —James, Talks to Teachers on Psychology, and to Students on Some of Life's Ideals (pp. 7-8) Where do effective teaching and learning come from? Possible sources include trial and error, word of mouth, the research literature, and even dumb luck. Our predecessors who took on the improvement of teaching and learn- ing at the St. Mary's conference in 1991 (Mathie et al., 1993) advocated the use of active learning, which promised to be sufficiently flexible and rigorous to produce better teaching and learning across a variety of contexts. In light of the present variegated educational landscape, however, we sought an an- swer that is more sensitive to local terrains. Thus, our view from the Univer- sity of Puget Sound (UPS) takes a novel approach. We focus on a dynamic model (see Figure 8.1) that can be used to frame teaching and learning prac- tices across content domains and contexts. A foundational premise of the model is that teaching and learning are forms of work and doing either effec- tively will require much effort. But the focus is not simply on doing more 129