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ERIC Number: EJ1114475
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-8756-7555
EISSN: N/A
Assessing Implementation of Learner-Centered Teaching While Providing Faculty Development
Blumberg, Phyllis
College Teaching, v64 n4 p194-203 2016
This article describes a study of 58 faculty members using a practical method for assessing the prevalence of learner-centered practices through individual interviews and rating their described practices with published rubrics. Analysis of the interviews found that the same faculty member might use more learner-centered practices in one course and more instructor-centered practices in another, depending on the course level, instructional format, and enrollment. Through the collegial interviews, faculty members became more aware of learner-centered practices. Interviews can be an effective development technique. Via this process, faculty developers can achieve two purposes: assessment of teaching and instructional development, at once.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A