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Work in progress — Achieving student-centered learning through scalable instructional academic support resources

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3 Author(s)
Jia-Ling Lin ; Univ. of Wisconsin-Madison, Madison, WI, USA ; Woolston, D.C. ; Moses, G.

Our past ten years of experience in undergraduate academic support programs have taught us that understanding student-centered learning requires new perspectives. Whether it is in a traditional lecture or in a newly designed non-traditional course, how well teaching and learning goals are aligned is the key. To further promote student-centered learning for our engineering undergraduates, we have produced online-video modules to strengthen the instructional component of a peer-led problem-solving workshop, the Supplementary Instruction Program. The newly created teaching modules facilitate learning of difficult concepts in traditionally challenging physics and engineering mechanics courses. New understanding of students' learning challenges has helped peer instructors craft and deliver these modules that reinforce the spirit of true student-centered learning and at the same time make our academic support resources more scalable.

Published in:

Frontiers in Education Conference (FIE), 2010 IEEE

Date of Conference:

27-30 Oct. 2010