LEAD179 Student-Centered Learning

Through conceptual and scenario-based inquiry, project design, and reflective practice, participants will consider the pros and cons of various student-centered design approaches. Participants completing this course will be able to design, use, articulate and demonstrate the viability of student-centered learning objects/units.

Prerequisites: N/A. 

Scope / Length: LEAD offerings are short-course experiences (@ 15 hours, generally over 4 weeks) that involve a mentored, guided cohort (i.e. they are not self-paced), and they are facilitated by faculty development educators.

About the Course

• "Very well designed."  "Everything in the course has been very informative."

• "This course helped me look at a more active way of addressing clinical reasoning."

• "This course helped me to understand teaching a math course should not be trapped in lecture.  We should train our students to understand this matter by engaging them with student-centered activities."

• "Instructors have to] come out of their lecture-based classroom shells and come up with .... activities that engage and interest students more than a routine lecture and homework."

About Past Instructors

• "I like how you've given us readings to consider and then let us play with them in our own assignments."

• "You both gave encouraging, helpful feedback. Much appreciation to both of you!"

To register, visit our upcoming offerings page. a

Course designed by Reed Dickson and Teddi Schnur.  First offered in 2021. 

Visit our Courses for Faculty page for a complete list of offerings.