Student-centered teaching practices are known to have a positive impact on student success. There is increasing evidence that using techniques such as active learning in the classroom and working to increase student motivation can improve student learning, knowledge retention, and persistence (9, 10). Despite the large body of research supporting these effective teaching practices, there are several barriers to faculty's adoption of them. Such barriers include, but are not limited to, lack of familiarity with the practices, inadequate time to apply new teaching practices to their courses, and the possibility of student resistance (1, 4, 7).
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