Abstract
In this paper, I speak to both the potential pitfalls associated with learning-centered course design and the enormous promise it represents. I do so by reflecting critically on my experience teaching a first year seminar (FYS) at a small liberal arts college in the fall of 2012. First, I unpack the theory behind and practices associated with learning-centered design, as expressed by its proponents. Thereafter, I describe the process by which I created a writing-intensive seminar using learning-centered principles. I then underscore the lessons drawn from that experience — positive and negative — based on my perspective and those of students in the course, among other data. I conclude by recommending a set of practices to facilitate the integration of learning-centered teaching into the curriculum.
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