Making Learning-Centred Teaching Work in Asia and Beyond
1st Edition
Will be published approx. on 28. November 2025
Book
Paperback/Softback
14 pages
978-1-032-71415-8 (ISBN)
Description
This book guides readers to transition their teaching to learning-centred practices. Based on Weimer's (2002, 2013) and Blumberg's (2009, 2019) framework, the authors describe their faculty learning community-based journey through the adaptation, implementation, and assessment of a series of practical learning-centred teaching strategies.
While furnishing a critical discussion of challenges, directions, and development of learning-centred pedagogy as applied to an Asian context, this book provides suggested pathways for educators around the world to embark on their own journey toward learning-centred teaching. These pathways cover a range of disciplines and teaching contexts from architecture and engineering to systems thinking and general education, illustrating the robustness and flexibility of learning-centred teaching. The authors provide examples of good teaching practice to help instructors, instructional designers, faculty developers and university administrators see how principles of learning-centred teaching and assessment can translate practically into quality classroom teaching and learning. The rigorous assessment methodology is both highly reflective and readily applicable to teaching assessment and portfolio development. It also shows how Blumberg's (2019) rubrics and Cole & Stavros' (2019) SOAR (Strengths, Opportunities, Aspirations and Results) framework can be used to evaluate the impact of interventions.
Contributing unique insights, this is a valuable guide for anyone interested in implementing student learning-centred pedagogical approaches and using rubrics for assessing teaching practice.
While furnishing a critical discussion of challenges, directions, and development of learning-centred pedagogy as applied to an Asian context, this book provides suggested pathways for educators around the world to embark on their own journey toward learning-centred teaching. These pathways cover a range of disciplines and teaching contexts from architecture and engineering to systems thinking and general education, illustrating the robustness and flexibility of learning-centred teaching. The authors provide examples of good teaching practice to help instructors, instructional designers, faculty developers and university administrators see how principles of learning-centred teaching and assessment can translate practically into quality classroom teaching and learning. The rigorous assessment methodology is both highly reflective and readily applicable to teaching assessment and portfolio development. It also shows how Blumberg's (2019) rubrics and Cole & Stavros' (2019) SOAR (Strengths, Opportunities, Aspirations and Results) framework can be used to evaluate the impact of interventions.
Contributing unique insights, this is a valuable guide for anyone interested in implementing student learning-centred pedagogical approaches and using rubrics for assessing teaching practice.
Reviews / Votes
"Finally- a book that makes visible the transformative learning narratives of students and those who teach them in the diverse intellectual and cultural milieu across the Asian context. The scholarly, highly considered stance through which these chapters exemplify the cultivation of faculty ownership to centre learning provides invaluable insights for educators and universities across the world."Kathy M. Takayama, Founding Director - Center for Inclusive Excellence in Teaching, College of the Holy Cross; former Interim Dean of Faculty Affairs, Okinawa Institute of Science and Technology Graduate University and Executive Director, Center for Professional Development & Inclusive Excellence (C-Hub)
"An empowering guide for educators seeking to meaningfully apply learning-centred pedagogies across diverse Asian contexts. The editors and contributors seamlessly bridge global scholarship with authentic local practice, offering actionable strategies grounded in deep reflection and evidence."
Chwen Jen Chen, Professor, Universiti Malaysia Sarawak (UNIMAS)
"A powerful and timely contribution that shows how learning-centred teaching can be thoughtfully adapted to Asian higher education-grounded in research, rich in practice, and globally relevant."
Sabine Hoidn, Lecturer, University of St.Gallen, co-editor of The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education
"An exemplary and exemplifying collective work on situated educational practice. Readers are invited to actively engage with the thoughts and reflections contained in the book, thus having a useful tool through which to critically consider their own educational practices. Praise for a lived and lively tool for truly critical reflections on educational practices world-wide."
Roberto Di Napoli, Emeritus Professor, University of London
"Providing a timely and insightful account on student-centred learning and teaching in Asian higher education, Making Learning-Centred Teaching Work in Asia and Beyond is accessible, actionable and empowering for scholars and educators alike. It presents an essential resource on teaching and learning connecting and contextualizing Western scholarship and practice with and within Asian higher education cultures and traditional Asian approaches to learning and teaching.
Manja Klemencic, University of Ljubljana and Harvard University
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Postgraduate and Professional Practice & Development
Illustrations
75 s/w Tabellen, 25 s/w Abbildungen, 25 s/w Zeichnungen
75 Tables, black and white; 25 Line drawings, black and white; 25 Illustrations, black and white
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 17 mm
Weight
491 gr
ISBN-13
978-1-032-71415-8 (9781032714158)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Lynette Tan | Daniel Jew | Phyllis Blumberg
Making Learning-Centred Teaching Work in Asia and Beyond
E-Book
11/2025
1st Edition
Routledge
€48.49
Available for download
Lynette Tan | Daniel Jew | Phyllis Blumberg
Making Learning-Centred Teaching Work in Asia and Beyond
Book
approx. 11/2025
1st Edition
Routledge
€206.90
Not yet published
Lynette Tan | Daniel Jew | Phyllis Blumberg
Making Learning-Centred Teaching Work in Asia and Beyond
E-Book
11/2025
1st Edition
Routledge
€48.49
Available for download
Persons
Lynette Tan is Director of External Programmes and Associate Professor at Residential College 4, and Master of Eusoff Hall at the National University of Singapore (NUS). She is on the university's teaching excellence honour roll as well as a member of the NUS Teaching Academy.
Daniel Jew is Director of Studies, College of Alice & Peter Tan, and Senior Lecturer, Department of History, at the National University of Singapore. He is co-editor of The Uncertain Past (Cambridge University Press, 2023), and a member of the NUS Teaching Academy.
Phyllis Blumberg is an Educational Developer, Faculty Coach, Assessment Consultant and acclaimed author of Making Learning-Centered Teaching Work (2019) and Assessing and Improving your Teaching (2013). She directs Blumberg Educational Consulting, and is Emeritus Professor and Emeritus Assistant Provost, University of the Sciences (USA).
Daniel Jew is Director of Studies, College of Alice & Peter Tan, and Senior Lecturer, Department of History, at the National University of Singapore. He is co-editor of The Uncertain Past (Cambridge University Press, 2023), and a member of the NUS Teaching Academy.
Phyllis Blumberg is an Educational Developer, Faculty Coach, Assessment Consultant and acclaimed author of Making Learning-Centered Teaching Work (2019) and Assessing and Improving your Teaching (2013). She directs Blumberg Educational Consulting, and is Emeritus Professor and Emeritus Assistant Provost, University of the Sciences (USA).
Content
Table of Contents
List of Contributors
Acknowledgments
Foreword
Mary Deane Sorcinelli
Part I. Contexts of Learning-Centred Teaching
Chapter 1. Why Learning-Centred Teaching? Join Us on a Transformational Journey as Educators
Lynette Tan, Daniel Jew & Phyllis Blumberg
Chapter 2. Our Faculty Learning Community: A Shared Journey of Developing More Learning-Centred Teaching
Daniel Jew, Siu-Kit Lau & Bellam Sreenivasulu
Chapter 3. Concepts and Tools for Systematic Review and Analysis of Teaching
Phyllis Blumberg
Part II. Courses: Learning-Centred Teaching Examples
Chapter 4. Developing Student Agency and Responsibility for Learning: Strategies to Redistribute the Balance of Power and Instil Meta-Cognitive Skills
Lynette Tan
Chapter 5. Enhancing Engagement, Participation, and Reflection through a Co-Constructed Rubric Exercise
Joel K. Q. Chow
Chapter 6. Empowering Students' Self-Learning using the Case Method
Kuan Y. H.
Chapter 7. Learning-Centred Teaching and Function of Content on Students' Learning of Systems Thinking and System Dynamics Modelling
Bellam Sreenivasulu
Chapter 8. Reimagining the Role of the Instructor in a Residential College Course on Identity
Kankana Mukhopadhyay
Chapter 9. Promoting Student Engagement with Content in Engineering Education: An Integrated Design Using Blended Learning and Formative Assessment
Daniel W. M. Sng
Chapter 10. Students' Experience and Performance in Process-Oriented Guided Inquiry Learning (POGIL) in a Design Course
Siu-Kit Lau
Chapter 11. Learning-Centric Instructional Design: Documenting Your Teaching Journey via Longitudinal Self-Assessment
Daniel Jew
Part III. Changing to Learning-Centred Teaching in Asia and Beyond
Chapter 12. The Use of Learning-centred Teaching Constructs in Our Asian Context. Overview and More Traditional Constructs: Role of Instructor, Function of Content and Purposes and Processes of Student Assessment
Daniel Jew & Phyllis Blumberg
Chapter 13. The Use of Learning-centred Teaching Constructs in Our Asian Context. The Less Traditional Constructs: Balance of Power and Development of Student Responsibility for Learning
Lynette Tan & Phyllis Blumberg
Chapter 14. Institutional Infrastructure and Support for Learning-Centred Teaching and Faculty Development
Phyllis Blumberg & Chng Huang Hoon
Chapter 15. Suggestions for Your Successful Transitions to Learning-Centred Teaching
Phyllis Blumberg, Daniel Jew & Lynette Tan
Chapter 16. Conclusion. Learning-Centred Teaching: Lessons learned for the Path Forward in Asia and Beyond
Phyllis Blumberg, Lynette Tan & Daniel Jew
Volume References
Glossary
Appendix
Index
List of Contributors
Acknowledgments
Foreword
Mary Deane Sorcinelli
Part I. Contexts of Learning-Centred Teaching
Chapter 1. Why Learning-Centred Teaching? Join Us on a Transformational Journey as Educators
Lynette Tan, Daniel Jew & Phyllis Blumberg
Chapter 2. Our Faculty Learning Community: A Shared Journey of Developing More Learning-Centred Teaching
Daniel Jew, Siu-Kit Lau & Bellam Sreenivasulu
Chapter 3. Concepts and Tools for Systematic Review and Analysis of Teaching
Phyllis Blumberg
Part II. Courses: Learning-Centred Teaching Examples
Chapter 4. Developing Student Agency and Responsibility for Learning: Strategies to Redistribute the Balance of Power and Instil Meta-Cognitive Skills
Lynette Tan
Chapter 5. Enhancing Engagement, Participation, and Reflection through a Co-Constructed Rubric Exercise
Joel K. Q. Chow
Chapter 6. Empowering Students' Self-Learning using the Case Method
Kuan Y. H.
Chapter 7. Learning-Centred Teaching and Function of Content on Students' Learning of Systems Thinking and System Dynamics Modelling
Bellam Sreenivasulu
Chapter 8. Reimagining the Role of the Instructor in a Residential College Course on Identity
Kankana Mukhopadhyay
Chapter 9. Promoting Student Engagement with Content in Engineering Education: An Integrated Design Using Blended Learning and Formative Assessment
Daniel W. M. Sng
Chapter 10. Students' Experience and Performance in Process-Oriented Guided Inquiry Learning (POGIL) in a Design Course
Siu-Kit Lau
Chapter 11. Learning-Centric Instructional Design: Documenting Your Teaching Journey via Longitudinal Self-Assessment
Daniel Jew
Part III. Changing to Learning-Centred Teaching in Asia and Beyond
Chapter 12. The Use of Learning-centred Teaching Constructs in Our Asian Context. Overview and More Traditional Constructs: Role of Instructor, Function of Content and Purposes and Processes of Student Assessment
Daniel Jew & Phyllis Blumberg
Chapter 13. The Use of Learning-centred Teaching Constructs in Our Asian Context. The Less Traditional Constructs: Balance of Power and Development of Student Responsibility for Learning
Lynette Tan & Phyllis Blumberg
Chapter 14. Institutional Infrastructure and Support for Learning-Centred Teaching and Faculty Development
Phyllis Blumberg & Chng Huang Hoon
Chapter 15. Suggestions for Your Successful Transitions to Learning-Centred Teaching
Phyllis Blumberg, Daniel Jew & Lynette Tan
Chapter 16. Conclusion. Learning-Centred Teaching: Lessons learned for the Path Forward in Asia and Beyond
Phyllis Blumberg, Lynette Tan & Daniel Jew
Volume References
Glossary
Appendix
Index