“Oh boy, am I glad this book is here. Terry Doyle has explored and integrated a wide range of literature on learning. His book brings together findings that will enable us to answer what so many college &amp; university faculty members want to know: How do we enable our students to learn to learn (and love it)? If your goal is to develop lifelong learners, this book is a guidebook for your practice.&quot;?Laurie Richlin, Director, Preparing Future Faculty &amp; Faculty Learning Communities Programs, Claremont Graduate University<br><br>“This book is brilliant in that it does three things very simply and without unnecessary complexity: it explains why learner-centered environments should be used, how to create them (complete with how to sell students on an approach that will actually help them), and how to tell when students are learning. <br><br>What is different about this book is that Terry Doyle outlines WHY students will resist this change. His point-by-point guidance on creating a learner-centered classroom incorporates a strategy for bringing the students along as willing participants.”?Todd Zakrajsek, Director of the Faculty Center for Innovative Teaching at Central Michigan University<br><br>Taking as his starting point students’ attitudes toward, and unfamiliarity with, learner-centered classrooms, Terry Doyle explains that motivating students to engage with this practice first of all requires explaining its underlying rationale, and then providing guidance on how to learn in this environment. This book is about how to help students acquire the new skills and knowledge they need to take on unfamiliar roles and responsibilities.