MARYELLEN WEIMER is a well-known writer, speaker, and proponent of effective teaching practices with more than thirty-five years of experience. She was the director of the Instructional Development Program at Pennsylvania State University for ten years and served as associate director at the National Center on Postsecondary Teaching, Learning, and Assessment. The editor of The Teaching Professor, a monthly newsletter on college teaching, Weimer is also the author of numerous books, including Inspired College Teaching and Enhancing Scholarly Work on Teaching and Learning.

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• Preface to the Second Edition viiAcknowledgments xiiiThe Author xivPART ONE: FOUNDATIONS OF THE LEARNER-CENTERED APPROACH 11. Learner-Centered Teaching: Roots and Origins 32. Research: Evidence That Learner-Centered Approaches Work 28PART TWO: THE FIVE KEY CHANGES TO PRACTICE 573. The Role of the Teacher 594. The Balance of Power 885. The Function of Content 1146. The Responsibility for Learning 1437. The Purpose and Processes of Evaluation 168PART THREE: IMPLEMENTING THE LEARNER-CENTERED APPROACH 1978. Responding to Resistance 1999. Taking a Developmental Approach 218APPENDIXES 2391. Syllabus and Learning Log Entries for Speech Communications 100A 2392. Resources That Develop Learning Skills 249References 259Name Index 275Subject Index 279

MARYELLEN WEIMER is a well-known writer, speaker, and proponent of effective teaching practices with more than thirty-five years of experience. She was the director of the Instructional Development Program at Pennsylvania State University for ten years and served as associate director at the National Center on Postsecondary Teaching, Learning, and Assessment. The editor of The Teaching Professor, a monthly newsletter on college teaching, Weimer is also the author of numerous books, including Inspired College Teaching and Enhancing Scholarly Work on Teaching and Learning.

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• Preface to the Second Edition viiAcknowledgments xiiiThe Author xivPART ONE: FOUNDATIONS OF THE LEARNER-CENTERED APPROACH 11. Learner-Centered Teaching: Roots and Origins 32. Research: Evidence That Learner-Centered Approaches Work 28PART TWO: THE FIVE KEY CHANGES TO PRACTICE 573. The Role of the Teacher 594. The Balance of Power 885. The Function of Content 1146. The Responsibility for Learning 1437. The Purpose and Processes of Evaluation 168PART THREE: IMPLEMENTING THE LEARNER-CENTERED APPROACH 1978. Responding to Resistance 1999. Taking a Developmental Approach 218APPENDIXES 2391. Syllabus and Learning Log Entries for Speech Communications 100A 2392. Resources That Develop Learning Skills 249References 259Name Index 275Subject Index 279

MARYELLEN WEIMER is a well-known writer, speaker, and proponent of effective teaching practices with more than thirty-five years of experience. She was the director of the Instructional Development Program at Pennsylvania State University for ten years and served as associate director at the National Center on Postsecondary Teaching, Learning, and Assessment. The editor of The Teaching Professor, a monthly newsletter on college teaching, Weimer is also the author of numerous books, including Inspired College Teaching and Enhancing Scholarly Work on Teaching and Learning.

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• Preface to the Second Edition viiAcknowledgments xiiiThe Author xivPART ONE: FOUNDATIONS OF THE LEARNER-CENTERED APPROACH 11. Learner-Centered Teaching: Roots and Origins 32. Research: Evidence That Learner-Centered Approaches Work 28PART TWO: THE FIVE KEY CHANGES TO PRACTICE 573. The Role of the Teacher 594. The Balance of Power 885. The Function of Content 1146. The Responsibility for Learning 1437. The Purpose and Processes of Evaluation 168PART THREE: IMPLEMENTING THE LEARNER-CENTERED APPROACH 1978. Responding to Resistance 1999. Taking a Developmental Approach 218APPENDIXES 2391. Syllabus and Learning Log Entries for Speech Communications 100A 2392. Resources That Develop Learning Skills 249References 259Name Index 275Subject Index 279