Student-Centered Learning
Student-centered learning—which can also be called “learner-centered teaching”—prioritizes individual student goals, interests, and needs. This type of teaching emphasizes collaboration between instructors and students. The instructor facilitates student learning and acts as a guide and resource, rather than simply delivering content.
If we consider student-centered learning the mindset, then Universal Design for Learning (UDL) and active learning are the approach. These approaches lead to higher student engagement and learning outcomes while encouraging students to take ownership of their learning journey. By developing skills such as goal-setting, independent problem solving, and time-management, UDL and active learning help students implement lifelong learning habits.
Students bring diverse experiences, backgrounds, and learning preferences into the classroom. A student-centered instructor recognizes and values these differences to ensure all students have access to meaningful learning experiences. How you implement student-centered learning varies according to your course format, but the goal remains the same; whether it’s a discussion-based section, a problem-solving recitation, or a lab-based course, creating an environment where students actively engage with their learning.
How you use this guide will depend on your assigned teaching role for the semester. As a Teaching Fellow (TF), you serve as the primary point of contact for students, shaping their learning experience through regular interaction and direct support. While TFs may not have control over the overarching goals and objectives for the course, major assessments, or the specifications for grading policies, there are still many ways you can incorporate student-centered practices into your teaching. This guide provides strategies for fostering a student-centered learning environment, even within the constraints of a pre-designed course.
If you’re a Part-Time Acting Instructor (PTAI), you may have even greater flexibility in shaping your course policies, assessments, and grading structures. This guide will help you design your course to align with equitable, student-centered, and objective-driven teaching practices.
Laying a strong foundation in the first weeks of the semester sets the tone for a productive and engaging learning environment, a topic explored in Chapter 2. Chapter 3 covers how to facilitate sections in ways that prioritize student engagement, helping students connect course material to their own interests and experiences. You can integrate student-centered approaches by actively involving students in discussions, using inclusive questioning techniques, and incorporating flexible participation methods. Chapter 4 introduces strategies for implementing active learning, including small, everyday activities that make learning more interactive and engaging. Chapter 5 focuses on closing the learning cycle by designing assessments that integrate learning objectives and effectively measure student progress. It covers strategies for scaffolding preparation, breaking down assignments into manageable steps, and providing clear guidance to support student success.
Embracing teaching practices that focus on your student’s experiences doesn’t mean that you have to sacrifice structure or rigor. Rather, these approaches create an environment where students feel comfortable engaging, questioning, and taking ownership of their learning. Like any teaching strategy, it takes time and practice to refine your methods, but small, intentional steps can go a long way. Regardless of your level of autonomy over the course content, your role as an instructor is a powerful one: you have the opportunity to create a learning environment where all students feel supported and equipped to succeed.
Reflection Questions
- Have you experienced a student-centered learning environment, either as an instructor or as a student? What did you like or dislike about it? What was easy or challenging?
- Review the syllabus for the class you’ll be teaching. Can you identify examples of student-centered language in the course objectives, policies, assignments, or content?
- In what ways can you envision the course becoming more student-centered?
- How can you incorporate more opportunities for student agency in your sections?
- Keeping student-centered learning in mind, what questions do you have for your lead instructor?