Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education

<p>The movement away from teacher-centered toward <i>student</i>-<i>centered</i> 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, <i>The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education </i>offers an original, comprehensive and up-to-date overview of the fundamentals of SCLT and its discussion and applications in policy and practice. </p><p>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.</p><p>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.</p> <p>Introduction and Overview. <b>Part 1: Student-Centered Learning and Teaching Theory. </b>1:<b> </b>Foundations of Student-Centered Learning and Teaching. 2. Philosophical Problems with Constructivism: Some Considerations for Student-Centered Learning and Teaching. 3: How Student-Centered Learning and Teaching Can Obscure the Importance of Knowledge in Educational Processes and Why it Matters. 4: Learning and Teaching in Harmony with the Brain: Insights from Neuroscience, Biology, Cognitive Science and Psychology. 5. Students as Actors and Agents in Student-Centered Higher Education. 6. Misconceptions and Misapplications of Student-Centered Approaches. <b>Part 2: Student-Centered Learning Processes and Outcomes. 7. </b>Promoting Engagement, Understanding and Critical Awareness: Tapping the Potential of Peer-to-Peer Student-Centered Learning Experiences in the Humanities and Beyond 8. Cautiously Independent: How Student-Centered Learning Encourages Emerging Adults to Take Risks. 9. Student-Centered Approaches to Fostering Media Literacy in College Students. 10. Enhancing Asian Students’ Engagement by Incorporating Asian Intellectual and Pedagogical Resources in Teaching and Learning. 11. Transforming a Large University Physics Course to Student-Centered Learning, Without Sacrificing Content: A Case Study. 12: The Powerful Role of Testing in Student-Centered Learning and Teaching in Higher Education. <b>Part 3: Student-Centered Classroom Practices. </b>13: ​Emerging Trends to Foster Student-Centered Learning in the Disciplines: Science, Engineering, Computing and Medicine. 14: Student-Centered Learning Through the Lens of Universal Design for Learning: Lessons from University and K-12 Classrooms. 15: Differentiated Instruction as a Student-Centered Teaching Practice in Teacher Education. 16: Person-Centered Theory and Practice: Small Versus Large Student-Centered Courses. 17: Student-Centered Learning: Investigating the Impact of Community-Based Transformational Learning Experiences on University Students. 18: Using Role-Play in Political Science Courses at a Japanese Women’s University. <b>Part 4: Student-Centered Spaces and Educational Technologies. </b>19: Active Learning Anywhere: A Principled-Based Approach to Designing Learning Spaces. 20: Student-Centered Virtual Design Studio Environments . 21: The Virtuous Circle of Learning Design and Learning Analytics to Develop Student-Centered Online Education. 22: Promoting Learning Goals in an Advanced Physics Laboratory via Student-Centered Learning: A Case Study Using the MITx Residential Platform. 23: Effectiveness of a Flipped Classroom Approach When Teaching Lab-Based Techniques. <b>Part 5: Instructor and Student Support Services. </b>24: Partners in Creating Student-Centered Learning: Case Study of the Derek Bok Center for Teaching and Learning at Harvard University. 25: Student-Centered Learning and Teaching – Lessons from Academic Support. 26: Transitioning from Instructor-Centered to Student-Centered Learning: Case Study of the U.S. Air Force Technical Training Organizations. 27: Finding Our Way to More Student-Centered Teaching in Namibia: The Case of the Postgraduate Certificate in Higher Education. 28: Student-Centered Libraries: Changing Both Expectations and Results. <b>Part 6: Student-Centered Institutional Strategies. </b>29: A Workshop as a Lever for Pedagogical Change? The Case of Active Learning: From Practice to Theory, and Back. 30: Building a Student-Centered Organizational Culture: Case Study of the Ateneo de Manila University. 31: The Connected Curriculum Framework: Case Study of University College London. 32: Implementing a University-Wide Evaluation System to Promote Student-Centered Learning. <b>Part 7: Student-Centered Policies and Advocacy.</b> 33: Bridging the Policy-Practice Gap: Student-Centered Learning from the Students’ Perspectives. 34: Student-Centered Learning from a European Policy and Practice Perspective. 35: Student-Centered Philosophies and Policy Developments in Asian Higher Education. 36: What PISA Tells us About Student-Centered Teaching and Student Outcomes. Conclusion: Beyond Student-Centered Classrooms – A Comprehensive Approach to Student-Centered Learning and Teaching Through a Student-Centered Ecosystems Framework. Epilogue: Usable Knowledge – Policy and Practice Implications for Student-Centered Higher Education</p>