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The authors describe their faculty learning community-based journey through the adaptation, implementation, and assessment of a series of practical learning-centred teaching strategies. A valuable guide for anyone interested in implementing student learning-centred pedagogical approaches and using rubrics for assessing teaching practice.
List of contents
Table of Contents
List of Contributors
Acknowledgments
Foreword
Mary Deane Sorcinelli
Part I. Contexts of Learning-Centred Teaching
Chapter 1. Why Learning-Centred Teaching? Join Us on a Transformational Journey as Educators
Lynette Tan, Daniel Jew & Phyllis Blumberg
Chapter 2. Our Faculty Learning Community: A Shared Journey of Developing More Learning-Centred Teaching
Daniel Jew, Siu-Kit Lau & Bellam Sreenivasulu
Chapter 3. Concepts and Tools for Systematic Review and Analysis of Teaching
Phyllis Blumberg
Part II. Courses: Learning-Centred Teaching Examples
Chapter 4. Developing Student Agency and Responsibility for Learning: Strategies to Redistribute the Balance of Power and Instil Meta-Cognitive Skills
Lynette Tan
Chapter 5. Enhancing Engagement, Participation, and Reflection through a Co-Constructed Rubric Exercise
Joel K. Q. Chow
Chapter 6. Empowering Students' Self-Learning using the Case Method
Kuan Y. H.
Chapter 7. Learning-Centred Teaching and Function of Content on Students' Learning of Systems Thinking and System Dynamics Modelling
Bellam Sreenivasulu
Chapter 8. Reimagining the Role of the Instructor in a Residential College Course on Identity
Kankana Mukhopadhyay
Chapter 9. Promoting Student Engagement with Content in Engineering Education: An Integrated Design Using Blended Learning and Formative Assessment
Daniel W. M. Sng
Chapter 10. Students' Experience and Performance in Process-Oriented Guided Inquiry Learning (POGIL) in a Design Course
Siu-Kit Lau
Chapter 11. Learning-Centric Instructional Design: Documenting Your Teaching Journey via Longitudinal Self-Assessment
Daniel Jew
Part III. Changing to Learning-Centred Teaching in Asia and Beyond
Chapter 12. The Use of Learning-centred Teaching Constructs in Our Asian Context. Overview and More Traditional Constructs: Role of Instructor, Function of Content and Purposes and Processes of Student Assessment
Daniel Jew & Phyllis Blumberg
Chapter 13. The Use of Learning-centred Teaching Constructs in Our Asian Context. The Less Traditional Constructs: Balance of Power and Development of Student Responsibility for Learning
Lynette Tan & Phyllis Blumberg
Chapter 14. Institutional Infrastructure and Support for Learning-Centred Teaching and Faculty Development
Phyllis Blumberg & Chng Huang Hoon
Chapter 15. Suggestions for Your Successful Transitions to Learning-Centred Teaching
Phyllis Blumberg, Daniel Jew & Lynette Tan
Chapter 16. Conclusion. Learning-Centred Teaching: Lessons learned for the Path Forward in Asia and Beyond
Phyllis Blumberg, Lynette Tan & Daniel Jew
Volume References
Glossary
Appendix
Index
About the author
Lynette Tan is Director of External Programmes and Associate Professor at Residential College 4, and Master of Eusoff Hall at the National University of Singapore (NUS). She is on the university's teaching excellence honour roll as well as a member of the NUS Teaching Academy.
Daniel Jew is Director of Studies, College of Alice & Peter Tan, and Senior Lecturer, Department of History, at the National University of Singapore. He is co-editor of The Uncertain Past (Cambridge University Press, 2023), and a member of the NUS Teaching Academy.
Phyllis Blumberg is an Educational Developer, Faculty Coach, Assessment Consultant and acclaimed author of Making Learning-Centered Teaching Work (2019) and Assessing and Improving your Teaching (2013). She directs Blumberg Educational Consulting, and is Emeritus Professor and Emeritus Assistant Provost, University of the Sciences (USA).
