Abstract

abstract:

As college classrooms become more diverse, university faculty members need to find more effective ways to increase student-learning outcomes. Research suggests that to do so, faculty members take a more learner-centered approach. This article highlights a graduate course in an urban, diverse East Coast institution rooted in a learner-centered pedagogy. It examines what transpired after the professor “let go of her own lesson plan,” allowing her students to assume full ownership in order to create a meaningful experience for themselves and undergraduate teacher education students.

pdf

Additional Information

ISSN
2377-9578
Print ISSN
1052-5017
Pages
pp. 163-173
Launched on MUSE
2021-04-02
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.