ABSTRACT
I have had the honor of working with faculty members on more than 60 college campuses over the past 7 years, and I have spoken at another 50 or so regional, national, and international conferences on topics related to learner-centered teaching (LCT). Most of the faculty members I have met on these occasions were very interested in improving their teaching and moving toward a more learner-centered practice. I have found, however, that their hearts are willing, but their skill sets are often lacking.
