Learning-Centered Pedagogies

Faculty Enrichment
Learning-Centered Pedagogies

What are your students learning? How effective is your teaching?

In 1988, K. Patricia Cross, along with Thomas Angelo, brought together thirty classroom assessment strategies in Classroom Assessment Techniques: A Handbook for Faculty. These strategies or CATs had been designed by skilled, inventive instructors to find out what students in their classes actually learned-- and how well.

On many campuses editions of this handbook are still used to invite faculty to talk about their own teaching in relation to student learning. These conversations among colleagues are often enriching, and tend to emphasize what Lee S. Schulman calls "the pedagogy of substance." Good teaching creates conditions that lead to significant student learning.

Teaching with Your Mouth Shut
Written by a member of the Evergreen faculty, this book questions unexamined assumptions related to "teaching as telling." By contrast, "inquiry-based teaching" organizes an entire course or program around a problem or question.
Finkel, D. L. 2000. Teaching with Your Mouth Shut. Portsmouth, NH: Boynton/Cook.

Classroom Assessment Techniques or CATs
This handout includes background to CATs as well as selected links and resources.

Disciplines as Frameworks for Student Learning
This book redefines the role of disciplines as "frameworks for learning." This phrase emerged from discussions held by a cross-disciplinary group of Alverno College faculty who were exploring pedagogical strategies and issues within and across disciplines.
Riordan, T., and J. Roth. 2005. Disciplines as Frameworks for Student Learning. Sterling, VA: Stylus.

More Resources

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