Abstract

This thesis explores the world of education and the methodologies surrounding it by asking students and professors for their opinions on how they perceive academia and the best ways to teach and learn. It focuses on the role of alternative approaches, specifically Student-Centered Learning (SCL), to assess whether implementing these methods in universities would be beneficial. SCL proposes a shift in roles, with the professor transitioning from a "sage on the stage" to a "guide on the side". This research explores university teaching methods through online surveys and interviews with students and professors, aiming to understand their opinions on SCL. The goal is to understand if students obtain what they want and need through their academic journey. It also looks at professors' understanding of their roles within this context. The primary focus of this thesis is SCL, seeking to demystify students' understanding and their experience with this teaching approach to understand if it should be implemented more frequently in undergraduate university programs. By examining dropout rates, students' biggest challenges, key transferable skills needed for success, readiness for higher education, and more, this thesis provides a holistic understanding of what students like and dislike about the university and offers suggestions for the potential improvement of academia. This research reveals that half of students are ill-prepared for university. Furthermore, it emphasizes that flexibility is key to enhancing student success rates. Many participants in this study regard SCL as an effective approach to providing the adaptability necessary for improved academic outcomes.