Over the past three years, a community of faculty and graduate teaching assistants has developed within the University of Kentucky Mathematics department centered around the use and development of student-centered assessment methods. In this article, we discuss the environmental factors that contributed to the growth of this community, our…

We now know how "best" to teach our students -- student-centered learning. Yet many of us face challenges when trying to design courses that are student-centered. In this paper, we present our experience with a Web 2.0 technology, VoiceThread, that has helped us address some of the challenges we have encountered when designing…

This article is the story of a very non-standard, absolutely student-centered multivariable calculus course. The course advocates the so-called problem method in which the problems used are a bridge between what the learners know and what they are about to know. The main feature of the course is a unique conceptual story that runs through the…

This article views all educational approaches as either traditional (teacher-centered) or non-traditional (learner-centered), with not much emphasis placed on differentiating between the non-traditional models. The purpose of this paper is to describe the impediments to changing one's approach to teaching and some strategies to overcome those…

Describes a research-based analytical framework for motivation, activity, learning, and attribution to exam classroom management issues in student-centered instruction. Reviews research in classroom management for university and college-level classrooms. Describes the research base for the framework. (Contains 88 citations.) (Author/KHR)

Describes several techniques that have been used in a variety of college mathematics classes to shift the classroom experience from instructor-centered to student-centered. Discusses specific applications of these techniques to remedial mathematics, precalculus, liberal arts mathematics, calculus, and geometry classroom settings. (40 references)…

Describes an algorithm for planning college-level mathematics lessons based on the identification and achievement of student learning objectives. Discusses the ways in which this algorithm can help novice instructors to include opportunities for active learning in their lessons. (Contains 50 references.) (Author/ASK)