The movement away from teacher-centered toward student-centered learning and teaching (SCLT) in higher education has intensified in recent decades. Yet in spite of its widespread use in literature and policy documents, SCLT remains somewhat poorly defined, under-researched and often misinterpreted. Against this backdrop, The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education offers an original, comprehensive and up-to-date overview of the fundamentals of SCLT and its discussion and applications in policy and practice.

Bringing together 71 scholars from around the world, the volume offers a most comprehensive and up-to-date overview of the fundamentals of SCLT and its applications in policy and practice; provides beacons of good practice that display how instructional expertise manifests itself in the quality of classroom learning and teaching and in the institutional environment; and critically discusses challenges, new directions and developments in pedagogy, course and study program design, classroom practice, assessment and institutional policy.

An essential resource, this book uniquely offers researchers, educators and students in higher education new insights into the roots, latest thinking, practices and evidence surrounding SCLT in higher education.

chapter |13 pages

Introduction and Overview

BySabine Hoidn, Manja Klemenčič

part I|106 pages

Student-centered learning and teaching theory

chapter 1|30 pages

Foundations of Student-Centered Learning and Teaching

BySabine Hoidn, Kurt Reusser

chapter 2|18 pages

Philosophical Problems with Constructivism

Some considerations for student-centered learning and teaching
ByMichael R. Matthews

chapter 4|17 pages

Learning and Teaching in Harmony with the Brain

Insights from neuroscience, biology, cognitive science and psychology
ByTerrence J. Doyle, Brendan M. Doyle

chapter 6|12 pages

Misconceptions and Misapplications of Student-Centered Approaches

BySioux McKenna, Lynn Quinn

part II|97 pages

Student-centered learning processes and outcomes

chapter 7|16 pages

Promoting Engagement, Understanding and Critical Awareness

Tapping the potential of peer-to-peer student-centered learning experiences in the humanities and beyond
ByLiz Dawes Duraisingh

chapter 8|14 pages

Cautiously Independent

How student-centered learning encourages emerging adults to take risks
ByTisha Admire Duncan, Allison A. Buskirk-Cohen

chapter 9|18 pages

Student-Centered Approaches to Fostering Media Literacy in College Students

ByJessica E. Brodsky, Patricia J. Brooks

chapter 11|15 pages

Transforming a Large University Physics Course to Student-Centered Learning, without Sacrificing Content

A case study
ByLogan S. McCarty, Louis Deslauriers

part III|105 pages

Student-centered classroom practices

chapter 13|14 pages

Emerging Trends to Foster Student-Centered Learning in the Disciplines

Science, engineering, computing and medicine
ByYunjeong Chang, Janette R. Hill, Michael Hannafin

chapter 14|19 pages

Student-Centered Learning Through the Lens of Universal Design for Learning

Lessons from university and K-12 classrooms
ByJean Whitney, Bill Nave

chapter 15|15 pages

Differentiated Instruction as a Student-Centered Teaching Approach in Teacher Education

ByEsther Gheyssens, Júlia Griful-Freixenet, Katrien Struyven

chapter 16|21 pages

Person-Centered Theory and Practice

Small versus large student-centered courses
ByRenate Motschnig, Jeffrey H. D. Cornelius-White

chapter 17|17 pages

Student-Centered Learning

Investigating the impact of community-based transformational learning experiences on university students
ByChristian Winterbottom, Dan F. Richard, Jody Nicholson

part IV|74 pages

Student-centered spaces and educational technologies

chapter 19|18 pages

Active Learning anywhere

A principled-based approach to designing learning spaces
ByAdam Finkelstein, Laura Winer

chapter 20|16 pages

Student-Centered Virtual Design Studio Environments

ByJessica Briskin, Susan M. Land

chapter 22|14 pages

Promoting Learning Goals in an Advanced Physics Laboratory via Student-Centered Learning

A case study using the MITx residential platform
ByAaron Kessler, Sean P. Robinson

part V|74 pages

Instructor and student support services

chapter 24|13 pages

Partners in Creating Student-Centered Learning

Case study of the Derek Bok Center for Teaching and Learning at Harvard University
ByTamara J. Brenner, Adam G. Beaver, Marlon Kuzmick, Pamela Pollock, Robert A. Lue

chapter 26|21 pages

Transitioning from Instructor-Centered to Student-Centered Learning

Case study of the US Air Force technical training organizations
ByStephen B. Ellis, Caryn H. Warden, H. Quincy Brown

chapter 27|11 pages

Finding our way to more Student-Centered Teaching in Namibia

The case of the postgraduate certificate in higher education
ByKatherine Carter, Judy Aulette

chapter 28|17 pages

Student-Centered Libraries

Changing both expectations and results
ByAnu Vedantham

part VI|68 pages

Student-centered institutional strategies

chapter 29|16 pages

A Workshop as a Lever for Pedagogical Change?

The case of Active Learning: from Practice to Theory, and Back
ByRoberto Di Napoli, Johan Geertsema

chapter 30|19 pages

Building a Student-Centered Organizational Culture

Case study of the Ateneo de Manila University
ByCatherine Vistro-Yu, Maria Celeste T. Gonzalez, Maria Assunta C. Cuyegkeng

chapter 31|18 pages

The Connected Curriculum Framework

Case study of University College London
Byd’Reen Struthers, Randy VanArsdale

part VII|85 pages

Student-centered policies and advocacy

chapter 33|19 pages

Bridging the Policy-Practice Gap

Student-centered learning from the students' perspective
ByAleksandar Šušnjar, Gohar Hovhannisyan

chapter 34|19 pages

Student-Centered Learning from a European Policy and Practice Perspective

ByGoran Dakovic, Thérèse Zhang

chapter 36|29 pages

What PISA Tells us about Student-Centered Teaching and Student Outcomes 1

ByAlfonso Echazarra, Tarek Mostafa

chapter |19 pages


Beyond student-centered classrooms – a comprehensive approach to student-centered learning and teaching through a student-centered ecosystems framework
ByManja Klemenčič, Sabine Hoidn

chapter |5 pages


Usable knowledge – policy and practice implications for student-centered higher education
BySabine Hoidn