BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Making Learning-Centered Teaching Work

Practical Strategies for Implementation

Paperback
September 2019
9781620368954
More details
  • Publisher
    Stylus Publishing
  • Published
    26th September 2019
  • ISBN 9781620368954
  • Language English
  • Pages 240 pp.
  • Size 8.5" x 11"
  • Images 108
$37.50
Hardback
October 2019
9781620368947
More details
  • Publisher
    Stylus Publishing
  • Published
    1st October 2019
  • ISBN 9781620368947
  • Language English
  • Pages 240 pp.
  • Size 8.5" x 11"
  • Images 108
$125.00
Lib E-Book

Library E-Books

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These editions, priced at par with simultaneous hardcover editions of our titles, are not available direct from Stylus, but only from the following aggregators:

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as well as through the following wholesalers: The Yankee Book Peddler subsidiary of Baker & Taylor, Inc.

October 2019
9781620368961
More details
  • Publisher
    Stylus Publishing
  • Published
    14th October 2019
  • ISBN 9781620368961
  • Language English
  • Pages 240 pp.
  • Size 8.5" x 11"
  • Images 108
$125.00
E-Book
October 2019
9781620368978
More details
  • Publisher
    Stylus Publishing
  • Published
    14th October 2019
  • ISBN 9781620368978
  • Language English
  • Pages 240 pp.
  • Size 8.5" x 11"
  • Images 108
$29.99

This book is an easy-to-follow, how-to guide for faculty to achieve learning-centered teaching, and also provides readers with increased knowledge about this evidence-based approach to teaching. It will provide specific guidance on how to begin, and how to use the change process gradually to improve teaching. After reading this book, faculty will be able to apply learning-centered teaching in their courses without sacrificing content and rigor. Faculty will be able to explain to students why they are using this approach and how it will foster deep and long-lasting student learning.

This is a reworking of the author’s 2009 Jossey-Bass book, called Developing Learner-Centered Teaching: A Practical Guide for Faculty. This new version is revised and expanded in ways that will make it even more useful to faculty than the original. The author is active in the POD Network, and frequently presents at Lilly Bethesda.

Phyllis Blumberg offers Making Learning Centered Teaching Course Design Institutes and a variety of workshops to further facilitate faculty members’ implementation course redesigns or departmental curriculum change. These can be offered anywhere. Contact the author directly to learn more.


Preface
Acknowledgments

Part One: Using Learning-Centered Teaching Approaches
1) Introduction
2) Overview of the Model of Learning-Centered Teaching
3) Role of Instructor
4) Development of Student Responsibility for Learning
5) Function of Content
6) Purposes and Processes of Student Assessment
7) Balance of Power
8) Increasing Your Use of Learning-Centered Teaching
9) Overcoming Barriers to Using Learning-Centered Teaching

Part Two: Assessing Learning-Centered Teaching using Rubrics
10) How to Use Rubrics as Measurement Tools
11) Individual Instructor or Course Assessment of Learning-Centered Teaching
12) Program and Institutional Assessment of Learning-Centered Teaching 

Appendix A: Examples of Learning-Centered Teaching Techniques or Practices in Different Types of Courses: A Review of the Literature

Appendix B: Learning-Centered Teaching Rubrics for All of the Actions Within the Five Constructs

Appendix C: Template for Summary of Rubric Scores on All Actions by Construct

References
About the Author
Index

Phyllis Blumberg

Phyllis Blumberg is a consultant and presenter focusing on the learning process, assessment of student learning outcomes, and effective teaching in higher education. From 1999 to 2019, she was the director of the Teaching and Learning Center at the University of the Sciences in Philadelphia, where she was also assistant provost for faculty development, as well as research professor in education and professor of psychology.

Higher Education
Teaching & Learning