Abstract
This paper examines how retrieval practice and student-centered learning—core principles of the Science of Learning—can transform university instruction. Grounded in the Scholarship of Teaching and Learning, the manuscript describes instructional strategies implemented in a redesigned teacher preparation course, including exit tickets, Frayer models, literature circles, choice boards, and collaborative teams. Each strategy operationalizes key learning mechanisms such as retrieval, feedback, reflection, and cognitive load reduction, shifting cognitive effort from instructor to learner. The findings highlight how retrieval-based, student-centered routines enhance engagement, retention, and transfer, offering adaptable approaches for faculty across higher education disciplines.
Recommended Citation
Williams, Carla and Danley, Angela
(2026)
"Retrieval Practice and Student-Centered Learning: Instructional Strategies for Engaging University Classrooms,"
Journal of Excellence in College Teaching and Learning: Vol. 22, Article 7.
Available at:
https://encompass.eku.edu/kjectl/vol22/iss1/7
