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Read e-book online A Discipline-Based Teaching and Learning Center: A Model for PDF

By Gili Marbach-Ad, Laura C. Egan, Katerina V. Thompson

ISBN-10: 3319016512

ISBN-13: 9783319016511

ISBN-10: 3319016520

ISBN-13: 9783319016528

This e-book describes the layout and implementation of a discipline-specific version improvement: the disciplinary educating and studying heart (TLC). TLC used to be born from a robust dedication to bettering undergraduate technology schooling via assisting the front-line educators who play a vital position during this venture. The TLC’s finished process encompasses session, seminars and workshops, acculturation actions for brand new school individuals, and educating preparatory classes in addition to a certificates software for graduate scholars. on the college of Maryland, TLC serves biology and chemistry school contributors, postdoctoral affiliates, and graduate scholars. the heart is deeply built-in into the departmental tradition, and its emphasis on pedagogical content material wisdom makes its actions hugely appropriate to the neighborhood that it serves. The e-book displays ten years of in depth paintings at the layout and implementation of the version. starting with a wishes review and carrying on with with ongoing assessment, the publication offers a wealth of data approximately how you can layout and enforce potent specialist improvement. additionally, it discusses the idea underlying all of the application elements and offers an implementation consultant for adopting or adapting the TLC version and its constituent actions at different associations.

In this e-book, the authors describe how they created the hugely profitable discipline-based instructing and studying heart on the collage of Maryland. it is a needs to learn for someone attracted to bettering better education.

Charles Henderson, Co-Director, heart for learn on tutorial swap in Postsecondary schooling, Western Michigan collage

This e-book will supply a much-needed source for aiding campus leaders and college improvement execs create powerful courses that meet the desires of technology faculty.

Susan Elrod, Dean, university of technological know-how and arithmetic, Fresno State

The authors offer a highway map and suggestions for better schooling expert improvement within the ordinary technology for educators in any respect degrees. whereas the examples are from the sciences, the ways are effectively adaptable to all disciplines.

Spencer A. Benson, Director of the Centre for educating and studying Enhancement, collage of Macau

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Additional info for A Discipline-Based Teaching and Learning Center: A Model for Professional Development

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Madaus, G. , & Kellaghan, T. (2000). Evaluation models: Viewpoints on educational and human services evaluation (Vol. 49). Berlin, Germany/New York, NY: Springer. Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4, 99–110. , & Wetherwax, P. (2002). Workshop biology: Demonstrating the effectiveness of active learning in an introductory biology course. Bioscience, 52, 272–281. van Driel, J. , & De Vos, W. (1998). Developing science teachers’ pedagogical content knowledge.

2011). Active learning not associated with student learning in a random sample of college biology courses. CBE Life Sciences Education, 10, 394–405. , & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago, IL: University of Chicago Press. Association of American Universities (AAU). (2011). Five year initiative for improving undergraduate STEM education. id=12590 Austin, A. E. (1994). Understanding and assessing faculty cultures and climates. In M. K. ), Providing useful information for deans and department chairs (New Directions for Institutional Research, pp.

As a professional development providers in a large university, we work with faculty members who teach related courses as well as faculty members who teach multiple sections of a single course to align learning goals and materials across the spectrum of undergraduate study. In both cases, much of our professional development focuses on student learning progressions, and how curriculum alignment can promote coherence and the development of knowledge. To respect faculty members’ academic independence, we collaborate with them to build an understanding of best practices in curriculum development and support them as they apply these practices in their own courses.

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A Discipline-Based Teaching and Learning Center: A Model for Professional Development by Gili Marbach-Ad, Laura C. Egan, Katerina V. Thompson

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