At the Faculty of Science, teaching is guided by a commitment to be student-centred, evidence-based and accessible. This article, the first in a three-part series, explores how those principles come to life through Student-Centred Learning.
In an era where generative AI can produce answers in seconds, a pressing question is emerging in university classrooms: What does it mean to actually learn something?
For Associate Professor and Senior Teaching Fellow in the Department of Physics and Astronomy, Robert Hill, the distinction is clear. Learning is not the ability to copy or mimic, but the ability to internalize information and apply it to new contexts. A Student-Centred Learning (SCL) approach accomplishes this by shifting the focus from teaching to learning using active-learning activities and collaboration in the classroom.
“Current evidence from research in teaching and learning shows that students don’t learn effectively by sitting in a lecture,” says Hill. “By experimenting, solving problems and even making mistakes, students deepen their understanding by actively working through concepts.”
Students in the Faculty of Science are taught using this approach beginning in their first term. In a first-year course, students spend only three hours in the classroom and an additional six hours outside the classroom. During valuable class time, they are expected to participate in activities led by the instructor that relate to their assigned reading materials completed outside of the classroom.
In an SCL classroom, teachers act as facilitators, guiding students through inquiry-based, project-based, or personalized learning experiences that boost independence, critical thinking, and real-world skills. This approach engages students in solving a problem using insights from prior readings and other learning resources, while being supported by the instructor’s guidance and expertise.
“Classroom time is valuable, so I make the effort to bring the readings to life,” says Hill. “There’s nothing better than posing a thought-provoking clicker question and suddenly having the room erupt as students start discussing it.”
In his physics class, Hill projects a problem to the room, and students write their solutions down on a practice test sheet. The tests are collected and dispersed amongst the class for peer review. “By solving a question and providing feedback to others on the problem, students become more connected with the material, which has a significant impact on their learning,” says Hill.
The next challenge in teaching and learning is exploring how AI can be used to enhance engagement. The Faculty of Science is exploring how these tools could support active and personalized learning experiences for a meaningful, discovery-driven student experience.
To understand how the world works, you need to experience it first-hand. That’s why the Faculty of Science at the University of Waterloo prioritizes experiential learning in the classroom and beyond. Outside of lectures, students conduct research in cutting-edge labs, analyze real-world data, venture into the field for science experiments, and even travel abroad for a new perspective. No matter the journey, it's expected that students will leave Waterloo with the skills to put their knowledge into practice.