A group of faculty members, identified through their interest in democratic classroom practices, were surveyed to discover learner-centered educational techniques appropriate for content-laden courses. Respondents from a variety of academic disciplines and instructional levels provided examples and critiques of efficacy. These practices ranged from peer evaluation and small group learning to community of inquiry. While each practice is presented through the context of a specific content area, the implications of these practices across academic disciplines are presented as well.
- facilitating learning