ABSTRACT
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.
TABLE OF CONTENTS
part I|106 pages
Student-centered learning and teaching theory
chapter 2|18 pages
Philosophical Problems with Constructivism
chapter 4|17 pages
Learning and Teaching in Harmony with the Brain
part II|97 pages
Student-centered learning processes and outcomes
chapter 7|16 pages
Promoting Engagement, Understanding and Critical Awareness
chapter 8|14 pages
Cautiously Independent
chapter 11|15 pages
Transforming a Large University Physics Course to Student-Centered Learning, without Sacrificing Content
part III|105 pages
Student-centered classroom practices
chapter 13|14 pages
Emerging Trends to Foster Student-Centered Learning in the Disciplines
chapter 14|19 pages
Student-Centered Learning Through the Lens of Universal Design for Learning
chapter 17|17 pages
Student-Centered Learning
part IV|74 pages
Student-centered spaces and educational technologies
chapter 19|18 pages
Active Learning anywhere
chapter 22|14 pages
Promoting Learning Goals in an Advanced Physics Laboratory via Student-Centered Learning
part V|74 pages
Instructor and student support services
chapter 24|13 pages
Partners in Creating Student-Centered Learning
chapter 26|21 pages
Transitioning from Instructor-Centered to Student-Centered Learning
chapter 27|11 pages
Finding our way to more Student-Centered Teaching in Namibia
part VI|68 pages
Student-centered institutional strategies
chapter 29|16 pages
A Workshop as a Lever for Pedagogical Change?
chapter 30|19 pages
Building a Student-Centered Organizational Culture
part VII|85 pages
Student-centered policies and advocacy