CETL: Maryellen Weimer on Resources on Learner-Centered Teaching

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Albers, C. (2009). Teaching: From disappointment to ecstasy. Teaching Sociology, 37(July), 269-282.

The author argues that when students' comfort is disrupted and their normative role expectations are rendered unpredictable or misunderstood, some respond with resistance. Honors students, in particular, may be the most resistant to pedagogical innovation because they are the most skilled at, and invested in, enacting and maintaining the institutionally normative roles.

Delgado, T. (2015). Metaphor for teaching: Good teaching is like good sex. Teaching Theology & Religion, 18(3), 224-323.

Based on a real teaching experience in the classroom, the author reflects on the dynamics of gender, race/ethnicity, power, and privilege in the context of an undergraduate course in Christian sexual ethics. Through this analysis of pedagogical style and process initiated by a challenging moment at the midpoint of the semester, the author develops ten guiding principles for good teaching, using the metaphor that "good teaching is like good sex."

Noel, T. W. (2004). Lessons from the learning classroom. Journal of Management Education, 28(2), 188-206.

Recounts the author's first attempts to implement learner-centered approaches and explores why they failed.

Prince, M., & Felder, R. (2007). The many faces of inductive teaching and learning. Journal of College Science Teaching, 36(5).

Illustrates how inductive methods (like inquiry- and problem-based approaches, among others) have been implemented in the sciences and identifies many helpful resources.

Silverthorn, D. U. (2006). Teaching and learning in the interactive classroom. Advances in Physiology Education, 30(4), 135-140.

The author describes the use of a system that holds students responsible for learning some content on their own.

Ueckert, C., Adams, A., & Lock, J. (2011). Redesigning a large-enrollment introductory biology course. Cell Biology Education--Life Sciences Education, 10(2), 164-174.

A major course redesign undertaken by a team of faculty resulted in a course where more students succeeded (measured by higher grades and fewer dropouts) and were more satisfied with this course which was offered in multiple sections.