Maryellen Weimer, Professor Emeritus of Teaching and Learning at the Pennsylvania State University, has documented both the benefits of what she calls “learner-centered teaching” and the reasons that many faculty members and students resist it. Some students, she has found, like being spoon-fed and criticize instructors who use anything other than “teaching-as-telling” methods; they particularly resist pedagogical changes that create grading uncertainty. Faculty members, for whom the transition to learner-centered teaching initially means more work, and who worry about the risk of failing to
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