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.
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.
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).
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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
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
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