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The work links universal instructional design principles to clearer expectations, accessible accommodations, and shared decision-making, then frames learner-centred classroom practices through established good-practice principles for undergraduate education.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/developing-effective-guidelines-for-faculty-teaching-first-year-university-students/598634/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/developing-effective-guidelines-for-faculty-teaching-first-year-university-students/598634.png","ImageObject",300,407,{"name":42,"@type":43},"awa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why are guidelines needed for faculty teaching first-year university students?","Question",{"text":63,"@type":64},"Because first-year students have diverse abilities and needs, and failure to meet them can lead to students abandoning their degree pursuit. 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Failure of the university and its teaching faculty to meet the needs of first-year students may result in abandonment of the pursuit of a degree. This project informs instructors about the practices that strengthen a learning-centred approach and maximize inclusion of first-year students. The principles and teaching methods of Universal Instructional Design are learner-centred and have shown to improve academic achievement and benefit the campus community. Thus, it is suggested that the principles of this method be applied uniformly across university-level instruction.  \nIntroduction  \nFisrestco-yneadraryuniversiteducatiyonstudwitenhtsvarbegiiousnathbilitespostand  \nneeds. Failure of the university and its teaching faculty to meet the needs of first-year students may result in abandonment of the pursuit of a degree. Improving the experiences of first-year students is crucial in retaining them to complete their degrees, and it is essential for faculty to become aware of how to address their needs. Having explored the literature on learning-centred teaching as well as the principles of teaching and Universal Instructional Design (UID), the authors propose a set of teaching strategies to help instructors of first-year students create an inclusive environment for students. These teaching strategies  \nsupport the use of a learning-centred approach, the principles of teaching as well as UID in maximizing student success.  \nLearner-Centred Approach  \nEmploying a learner-centred approach is an effective way of designing education so as to retain first-year students since it aims to support students by specifically targeting their needs. In contrast to traditional teaching methods where education is designed from the perspective of the instructor, a learner-centred approach aims chiefly to meet the student’s learn-  \ning needs from the perspective of the students. Globally, colleges and universities are debating the value of implementing new student-centred learning perspectives, resulting in the increasing adoption of nontraditional methods and approaches by advanced learning institutions (Hubball, Gold, Mighty, & Britnell, 2007) .  \nSuggesting that a teacher-centred environment makes students uninterested in learning, Weimer (2002) writes that a learner-centred teaching environment allows faculty to “give students some control over those learning processes that directly affect them.” Weimer explains that in learning-centred teaching, “teachers no longer function as exclusive content experts or authoritarian classroom managers” and that neither do they simply “work to improve teaching by developing sophisticated presentation skills”(p.14) .  \nThe learner-centred approach involves more than the pursuit of new techniques; it entails an integrated philosophy of education. Understanding the learning-centred approach to teaching requires an understanding of the role of power in the classroom. In a learning-centred environment, teachers do not one-sidedly make all the decisions about learning; rather they share these decisions with their students (Weimer, 2002) . Weimer stresses that in UID, the instructor’s primary goal is to teach students learning skills through setting clear expectations and presenting unambiguous instructions, thus enabling the students to teach themselves.  \nA learner-centred classroom does not cater to student whims in a manner that reduces academic rigor. Instead, it provides clear learning expectations, helps students in understanding and utilizing knowledge (Galka & Gold, 2006), and fosters principles of accessibility and accommodation. Many universities support faculty in creating learner-centred classrooms through their teaching and learning centres and stu","cbCaimxrM7t61iDK","https://ap.wps.com/l/cbCaimxrM7t61iDK","pdf",480889,"English","# Introduction\n# Learner-Centred Approach\n## Roles, power sharing, and clear expectations\n## Accessibility, accommodation, and gradual change\n# Principles for Good Practice in Education","[{\"question\":\"Why are guidelines needed for faculty teaching first-year university students?\",\"answer\":\"Because first-year students have diverse abilities and needs, and failure to meet them can lead to students abandoning their degree pursuit. The document presents strategies to create an inclusive learning environment.\"},{\"question\":\"What is the core idea of a learner-centred approach?\",\"answer\":\"It designs education from the students’ perspective to meet their learning needs, replacing an exclusive instructor-controlled model with student-influenced learning processes.\"},{\"question\":\"How do Universal Instructional Design and learner-centred teaching support inclusion?\",\"answer\":\"They emphasize clear expectations and unambiguous instructions that enable students to develop learning skills. They also promote accessibility and accommodation while encouraging informed teaching adjustments.\"}]","Developing Effective Guidelines for Faculty Teaching First-Year University Students | PDF",1792087290,18]