Forthcoming in July 2020 "Routledge International Handbook on Student-Centered Learning and Teaching in Higher Education"

April 1, 2020

The Routledge International Handbook of Student-centered Learning and Teaching in Higher Education book coverThe Routledge Handbook of

Student-Centered Learning and Teaching in Higher Education




Series: Routledge Handbooks of Education



Sabine Hoidn, University of St. Gallen, Switzerland

Manja Klemenčič, Harvard University, United States




Table of contents and contributing authors


Introduction and Overview

Sabine Hoidn, University of St. Gallen and Manja Klemenčič, Harvard University (Switzerland and United States)


Part I: Student-Centered Learning and Teaching Theory

  1. Foundations of Student-Centered Learning and Teaching

Sabine Hoidn, University of St. Gallen and Kurt Reusser, University of Zurich (Switzerland)

  1. Philosophical Problems with Constructivism: Some Considerations for Student-Centered Learning and Teaching

Michael R. Matthews, University of New South Wales (Australia)

  1. How Student-Centered Learning and Teaching Can Obscure the Importance of Know­ledge in Educational Processes and Why it Matters

Paul Ashwin, Lancaster University (United Kingdom)

  1. Learning and Teaching in Harmony with the Brain: Insights from Neuroscience, Biology, Cognitive Science and Psychology

Terrence J. Doyle, Ferris State University and Brendan M. Doyle, University of Florida (United States)

  1. Students as Actors and Agents in Student-Centered Higher Education

Manja Klemenčič, Harvard University (United States)

  1. Misconceptions and Misapplications of Student-Centered Approaches

Sioux McKenna and Lynn Quinn, Rhodes University (South Africa)


Part II: Student-Centered Learning Processes and Outcomes

  1. Promoting Engagement, Understanding and Critical Awareness: Tapping the Potential of Peer-to-Peer Student-Centered Learning Experiences in the Humanities and Beyond

Elizabeth A. Dawes Duraisingh, Harvard University (United States)

  1. Cautiously Independent: How Student-Centered Learning Encourages Emerging Adults to Take Risks

Tisha Admire Duncan, Meredith College and Allison Buskirk-Cohen, Delaware Valley University (United States)

  1. Student-Centered Approaches to Fostering Media Literacy in College Students

Jessica E. Brodsky, Graduate Center, CUNY and Patricia J. Brooks, College of Staten Island and Graduate Center, CUNY (United States)

  1. Enhancing Asian Students’ Engagement by Incorporating Asian Intellectual and Pedagogical Resources in Teaching and Learning

Thanh H. T. Pham, Monash University and Lam Hoang Pham, Deakin University (Australia)

  1. Transforming a Large University Physics Course to Student-Centered Learning, Without Sacrificing Content: A Case Study

Logan S. McCarty and Louis Deslauriers, Harvard University (United States)

  1. The Powerful Role of Testing in Student-Centered Learning and Teaching in Higher Educ­ation

Julie Schell and Rachel Martin, University of Texas at Austin (United States)


Part III: Student-Centered Classroom Practices

  1. ​Emerging Trends to Foster Student-Centered Learning in the Disciplines: Science, Engineering, Computing and Medicine

Yunjeong Chang, University at Buffalo, SUNY; Janette Hill, University of Georgia and Michael Hannafin, University of Georgia (United States)

  1. Student-Centered Learning Through the Lens of Universal Design for Learning: Lessons from University and K-12 Classrooms

Jean C. Whitney, University of Southern Maine and William Nave (United States)

  1. Differentiated Instruction as a Student-Centered Teaching Practice in Teacher Education

Esther Gheyssens, Júlia Griful-Freixenet, Vrije Universiteit Brussel and Katrien Struyven, Hasselt University and Vrije Universiteit Brussel (Belgium)

  1. Person-Centered Theory and Practice: Small Versus Large Student-Centered Courses

Renate Motschnig, University of Vienna and Jeffrey Cornelius-White, Missouri State University (Austria, United States)

  1. Student-Centered Learning: Investigating the Impact of Community-Based Transformational Learning Experiences on University Students

Christian Winterbottom, F. Dan Richard and Jody S. Nicholson, University of North Florida (United States)

  1. Using Role-Play in a Political Science Course at a Japanese Women’s University

Chie Sugino, Komazawa Women’s University (Japan)


Part IV: Student-Centered Spaces and Educational Technologies

  1. Active Learning Anywhere: A Principled-Based Approach to Designing Learning Spaces

Adam Finkelstein and Laura R. Winer, McGill University (Canada)

  1. Student-Centered Virtual Design Studio Environments

Jessica Briskin, Bloomsburg University and Susan M. Land, Penn State University (United States)

  1. The Virtuous Circle of Learning Design and Learning Analytics to Develop Student-Centered Online Education

Lisette Toetenel, Julius Baer and Bart Rienties, Open University (Switzerland, UK)

  1. Promoting Learning Goals in an Advanced Physics Laboratory via Student-Centered Learning: A Case Study Using the MITx Residential Platform

Aaron Kessler and Sean Robinson, Massachusetts Institute of Technology (MIT) (United States)

  1. Effectiveness of a Flipped Classroom Approach When Teaching Lab-Based Techniques

Melinda Maris, National Institutes of Health in Bethesda (United States)


Part V: Instructor and Student Support Services

  1. Partners in Creating Student-Centered Learning: Case Study of the Derek Bok Center for Teaching and Learning

Tamara J. Brenner, Adam Beaver, Marlon Kuzmick, Pamela Pollock and Robert A. Lue, Harvard University (United States)

  1. Student-Centered Learning and Teaching – Lessons from Academic Support

Sindhumathi Revuluri, Harvard College (United States)

  1. Transitioning from Instructor-Centered to Student-Centered Learning: Case Study of the U.S. Air Force Technical Training Organizations

Stephen B. Ellis, Caryn H. Warden, U.S. Air Force, AETC and Hamett Brown, The University of Southern Mississippi (United States)

  1. Finding Our Way to More Student-Centered Teaching in Namibia: The Case of the Postgraduate Certificate in Higher Education

Katherine Carter, Namibia University of Science and Technology and Judy Aulette, University of North Carolina Charlotte (Namibia, United States)

  1. Student-Centered Libraries: Changing Both Expectations and Results

Anu Vedantham, Princeton University (United States)


Part VI: Student-Centered Institutional Strategies

  1. A Workshop as a Lever for Pedagogical Change? The Case of Active Learning: From Practice to Theory, and Back

Roberto Di Napoli, St. George’s University of London and Johan Geertsema, National University of Singapore (United Kingdom, Singapore)


  1. Building a Student-Centered Organizational Culture: Case Study of Ateneo de Manila University

Catherine Vistro-Yu, Maria Celeste T. Gonzalez and Maria Assunta C. Cuyegkeng, Ateneo de Manila University (Philippines)

  1. The Connected Curriculum Framework: Case Study of University College London

d'Reen Struthers, University College London and Richard Van Arsdale, University of Liverpool (United Kingdom)

  1. Implementing a University-Wide Evaluation System to Promote Student-Centered Learning

David Kember, University of Tasmania (Australia)


Part VII: Student-Centered Policies and Advocacy

  1. Bridging the Policy-Practice Gap: Student-Centered Learning from the Students’ Perspective

Aleksandar Susnjar and Gohar Hovhannisyan, European Students’ Union (Belgium)

  1. Student-Centered Learning from a European Policy and Practice Perspective

Goran Dakovic and Thérèse Zhang, European University Association (Belgium)

  1. Student-Centered Philosophies, Principles and Policy Developments in Asian Higher Education

Melissa Ng Lee Yen Abdullah, Universiti Sains Malaysia (Malaysia)

  1. What PISA Tells us About Student-Centered Teaching and Student Outcomes

Alfonso Echazarra and Tarek Mostafa, Organisation for Economic Co-operation and Development (France)


Conclusion: Beyond Student-Centered Classrooms – A Comprehensive Approach to Student-Centered Learning and Teaching Through Student-Centered Ecosystems

Manja Klemenčič, Harvard University and Sabine Hoidn, University of St. Gallen (United States and Switzerland)

Epilogue: Usable Knowledge – Policy and Practice Implications for Student-Centered Higher Education

Sabine Hoidn, University of St. Gallen (Switzerland)

About the Contributors