One-on-One: Academia Our continuing topic is how to improve student learning. I just finished a book on this issue. Learner-Centered Teaching (Weimer, 2002) proposes several changes in the role of the professor in the classroom. She believes that the learner centered professor does four key things: (a) connects students and resources, (b) ... Viewpoint
Viewpoint  |   April 01, 2003
One-on-One: Academia
Author Affiliations & Notes
  • Margery Whites
    Communication Disorders, St. Cloud State University, St. Cloud, MN
Article Information
Professional Issues & Training / One-on-One
Viewpoint   |   April 01, 2003
One-on-One: Academia
SIG 1 Perspectives on Language Learning and Education, April 2003, Vol. 10, 32-33. doi:10.1044/lle10.1.32
SIG 1 Perspectives on Language Learning and Education, April 2003, Vol. 10, 32-33. doi:10.1044/lle10.1.32
Our continuing topic is how to improve student learning. I just finished a book on this issue. Learner-Centered Teaching (Weimer, 2002) proposes several changes in the role of the professor in the classroom. She believes that the learner centered professor does four key things: (a) connects students and resources, (b) engages learners, (c) facilitates learning, and (d) models how difficult material can be accessed, explored, and understood. Her ideal professor is both guide and resource to help students master material.
These ideas are reflected by practical advice for communication sciences and disorders professors from this month’s featured guest. Shari Robertson is a professor at Indiana University of Pennsylvania. Shari worked for 16 years in the public schools prior to her academic career. She teaches graduate and undergraduate courses in child language, a school speech-language pathology course, and a graduate seminar on counseling in communicative disorders. The favorite teaching strategies she shared easily could be applied to the assessment requirements of the new accreditation standards. Here is what one learner-centered professor does.
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