High-impact student-centered learning and teaching practices: What we know and what we (should) do

Student-centered learning and teaching (SCLT) practices refer to pedagogical concepts wherein students and their learning are placed at the heart of the educational process aiming to foster deeper learning processes and outcomes to prepare students for a rapidly changing, complex world. Empirical research in higher education (HE) has shown repeatedly: not primarily the teaching method or social form or media used in the classroom but how selected methods, techniques or media are implemented in the classroom and whether effective teacher behaviors are enacted is crucial for student learning. This chapter discusses advances in empirical education research drawing on existing scholarship on SCLT to explore what we know about the effectiveness of (un) guided SCLT practices in HE. Deeper-level quality features of the learning environment, instruction variables associated with cognitive student achievement as well as major principles of SCLT practices that seem to “make an impact” in the classroom will be discussed. Finally, implications for learning and teaching in HE will be outlined.