Making Learning-Centred Teaching Work in Asia and Beyond

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).

• Table of ContentsList of ContributorsAcknowledgmentsForewordMary Deane SorcinelliPart I. Contexts of Learning-Centred TeachingChapter 1. Why Learning-Centred Teaching? Join Us on a Transformational Journey as EducatorsLynette Tan, Daniel Jew & Phyllis BlumbergChapter 2. Our Faculty Learning Community: A Shared Journey of Developing More Learning-Centred TeachingDaniel Jew, Siu-Kit Lau & Bellam SreenivasuluChapter 3. Concepts and Tools for Systematic Review and Analysis of TeachingPhyllis BlumbergPart II. Courses: Learning-Centred Teaching ExamplesChapter 4. Developing Student Agency and Responsibility for Learning: Strategies to Redistribute the Balance of Power and Instil Meta-Cognitive SkillsLynette TanChapter 5. Enhancing Engagement, Participation, and Reflection through a Co-Constructed Rubric ExerciseJoel K. Q. ChowChapter 6. Empowering Students’ Self-Learning using the Case MethodKuan Y. H.Chapter 7. Learning-Centred Teaching and Function of Content on Students’ Learning of Systems Thinking and System Dynamics Modelling Bellam SreenivasuluChapter 8. Reimagining the Role of the Instructor in a Residential College Course on Identity Kankana MukhopadhyayChapter 9. Promoting Student Engagement with Content in Engineering Education: An Integrated Design Using Blended Learning and Formative AssessmentDaniel W. M. SngChapter 10. Students’ Experience and Performance in Process-Oriented Guided Inquiry Learning (POGIL) in a Design Course Siu-Kit LauChapter 11. Learning-Centric Instructional Design: Documenting Your Teaching Journey via Longitudinal Self-Assessment Daniel JewPart III. Changing to Learning-Centred Teaching in Asia and BeyondChapter 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 AssessmentDaniel Jew & Phyllis BlumbergChapter 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 LearningLynette Tan & Phyllis BlumbergChapter 14. Institutional Infrastructure and Support for Learning-Centred Teaching and Faculty Development Phyllis Blumberg & Chng Huang HoonChapter 15. Suggestions for Your Successful Transitions to Learning-Centred TeachingPhyllis Blumberg, Daniel Jew & Lynette TanChapter 16. Conclusion. Learning-Centred Teaching: Lessons learned for the Path Forward in Asia and BeyondPhyllis Blumberg, Lynette Tan & Daniel JewVolume ReferencesGlossaryAppendixIndex

"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 Klemenčič, University of Ljubljana and Harvard University