Educators increasingly agree that a learner-centered syllabus is associated with better rapport between students and teachers and increased student motivation, achievement, and empowerment. Accordingly, in 2009 Cullen and Harris developed a rubric for assessing the degree to which a syllabus is learner-centered versus teacher-centered. To date,…

The introduction of a new mandatory policy for the teaching of English at the higher education level in China, College English Curriculum Requirements (CECR, published in 2004), had the intention of modernising and improving the quality of English teaching at the tertiary level in China. The policy had a focus on student-centred approaches to…

The study was conducted to determine the attitude of students towards cooperative learning at a community college. Questionnaires were administered to ninety (90) students and twelve (12) lecturers, in-depth interviews were conducted with three lecturers and two classes were observed to investigate the students attitude towards cooperative…

The English Department at Portland State University (Oregon) sponsored a roundtable discussion (revolving around classroom practice, perspectives, pedagogies, and methodologies) of public school, community college, and university English teachers in the winter of 1991 and expanded the dialogue into a focus group during the summer. A survey…

This paper explores the concept of student-centered instruction at the higher education level and proposes use of the STUCEN scale to evaluate student centeredness as an institution-wide strategy and to link it to performance criteria such as student recruitment, retention, and graduation. The philosophy of student centeredness is discussed in…

This paper describes a summer remedial program for third- and fifth-grade students administered by Valdosta State University in Georgia. The program utilizes a multi-age, multi-ability, thematic, and full-inclusion approach. Assessment of the program was based on data collected through interviews with 18 students and a survey of 28 parents. Both…

This final report describes a project at the University of Connecticut-Storrs, begun in 1993, to create a 5-year interdisciplinary, undergraduate, double-degree program, combining a bachelor of science in engineering with a bachelor of arts in German. The program, called Eurotech, is intended to provide students with practical, integrated foreign…