CITRAL Resource Library

There has been much research showing how successful student-centered teaching strategies are, but despite this, student-centered teaching practices have not been widely adopted. The authors identify three engineering faculty who have made the transition to student-centered teaching strategies and detail their stories about the transition.

Charity Hudley and Mallinson argue that successfully educating culturally and linguistically diverse students in U.S education will depend on teachers' having awareness of language variation. By knowing the principles and patterns of language variation in both speech and writing, teachers can allow their students to use and hone different dialects without ridicule while also gaining competence in “Standardized English.”

The implications of the authors arguments are twofold

The authors seek to understand student resistance to transitioning to an active learning classroom by using the lens of expectancy value theory, a theory that suggests that students' perceptions of expectancy, value, and cost of active learning activities impact their resistance to active learning. The authors show that positive changes in the components of expectancy value theory lead to mitigating initial student resistance and raising levels of engagement in active learning classrooms

Half of all students who begin college do not complete their degrees, causing a need to help failing students improve their study skills. Through mixed methods (e.g., qualitative and comparative case studies), this study outlines how a 3-week study strategies course improved the performance of students on academic probation.