Download e-book for kindle: A Discipline-Based Teaching and Learning Center: A Model for by Gili Marbach-Ad, Laura C. Egan, Katerina V. Thompson

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

This ebook describes the layout and implementation of a discipline-specific version improvement: the disciplinary instructing and studying middle (TLC). TLC was once born from a robust dedication to enhancing undergraduate technological know-how schooling via aiding the front-line educators who play an important position during this project. The TLC’s complete method encompasses session, seminars and workshops, acculturation actions for brand new school individuals, and instructing preparatory classes in addition to a certificates application for graduate scholars. on the collage of Maryland, TLC serves biology and chemistry school individuals, 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 evaluate and carrying on with with ongoing overview, the booklet provides a wealth of knowledge approximately the best way to layout and enforce potent specialist improvement. furthermore, it discusses the idea underlying all of the software parts and gives an implementation consultant for adopting or adapting the TLC version and its constituent actions at different associations.

In this ebook, the authors describe how they created the hugely winning discipline-based instructing and studying middle on the collage of Maryland. this can be a needs to learn for somebody attracted to bettering better education.

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

This e-book will offer a much-needed source for supporting campus leaders and school improvement pros create strong courses that meet the desires of technology faculty.

Susan Elrod, Dean, collage of technology and arithmetic, Fresno State

The authors supply a street map and counsel for better schooling expert improvement within the normal technological know-how for educators in any respect degrees. whereas the examples are from the sciences, the ways are without difficulty adaptable to all disciplines.

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

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Extra resources for A Discipline-Based Teaching and Learning Center: A Model for Professional Development

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Fairweather, J. (2008). Linking evidence and promising practices in science, technology, engineering, and mathematics (STEM) undergraduate education: A status report for the National Academies National Research Council Board on Science Education. Commissioned paper for the national academies workshop: Evidence on promising practices in undergraduate Science, Technology, Engineering, and Mathematics (STEM) education. Fernandez-Balboa, J. , & Stiehl, J. (1995). The generic nature of pedagogical content knowledge among college professors.

1993). Transforming content knowledge: Learning to teach about isotopes. Science Education, 77(6), 575–591. Gess-Newsome, J. (1999). Teachers’ knowledge and beliefs about subject matter and its impact on instruction. In J. Gess-Newsome & N. G. ), Examining pedagogical content knowledge: The construct and its implications for science education. Dordrecht, The Netherlands: Kluwer. Golde, C. , & Dore, T. M. (2001). At cross purposes: What the experiences of doctoral students reveal about doctoral education.

The five PCK components serve as an organizational framework for the book, and we describe activities in terms of the PCK component they address. Chapter 2 presents our program of workshops and seminars for faculty members, postdocs, and graduate students. These workshops and seminars introduce participants to salient topics in science education and engage them in conversation about how to implement innovative approaches in their own classes. This ongoing programming serves as a gateway to the TLC for new participants and provides a structured environment for interaction around teaching and learning.

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