Congratulations to the members of the Scholarship of Teaching and Learning FLC who will give a panel presentation at the American Association for Teaching and Curriculum 19th annual conference to be held in San Antonio October 4-6. The presentation Engaging Students with Course Content: A Cross-curricular Perspective from a Faculty Learning Community will be facilitated by Chiung-Fang Chang, JJ Chen, Charlotte Mizener, Vanessa Villate, and Christina Wilbur. As promised yesterday, here is the first book review. It is provided by Nick Viator, who works with the Office of Planning and Assessment, and the book is Maryellen Weimer's Learner-Centered Teaching:Five key changes to practice (LB2331 .W39 2002). Nick writes, "Maryellen Weimer, who is one of the nation’s most highly regarded educators on effective instruction and learning, offers insight on the topic of learner centered teaching as it relates to the college and university setting. As Weimer explains, learner centered teaching focuses on what the student is learning, how the student is learning, conditions under which the student is learning, student retention and application, and how the learning techniques assist the student for future learning. In order to be learner – centered, Weimer suggests that instructional design needs to be changed in five key areas. Each change is detailed throughout the chapters and offers instructors how to implement each change easily and thoroughly. The chapters, as the author states again and again, are the heart of the book. These five changes as discussed by Weimer are Balance of Power in the classroom, the Function of Content, the Role of the Teacher, the responsibility for Learning, and the Purpose and Process of Evaluation. The final three chapters offer instructors advice on how to implement the previously discussed strategies and techniques in to the classroom environment without resistance. Learner–Centered Teaching not only offers instructors a new angle for connecting with their students, but also a better understanding of how to connect teaching to the process and objectives of learning." James Lang has a fascinating article on student learning. He writes, "In January 2011, a trio of researchers published the results of an experiment in which they demonstrated that students who read material in difficult, unfamiliar fonts learned it more deeply than students who read the same material in conventional, familiar fonts. Strange as that may seem, the finding stems from a well-established principle in learning theory called cognitive disfluency, which has fascinating implications for our work as teachers. As the researchers pointed out in their article in the journal Cognition, both students and teachers may sometimes judge the success of a learning experience by the ease with which the learner processes or "encodes" the new information. But learning material easily, or fluently, may sometimes produce shallower levels of learning."