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

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

This booklet describes the layout and implementation of a discipline-specific version improvement: the disciplinary educating and studying middle (TLC). TLC was once born from a robust dedication to enhancing undergraduate technological know-how schooling via assisting the front-line educators who play an important position during this venture. The TLC’s accomplished strategy encompasses session, seminars and workshops, acculturation actions for brand spanking new school individuals, and instructing preparatory classes in addition to a certificates application 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 suitable to the group that it serves. The e-book displays ten years of extensive paintings at the layout and implementation of the version. starting with a wishes overview and carrying on with with ongoing assessment, the ebook provides a wealth of knowledge approximately the way to layout and enforce potent specialist improvement. furthermore, it discusses the speculation underlying all of the software elements and gives an implementation advisor 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 profitable discipline-based educating and studying middle on the college of Maryland. it is a needs to learn for someone drawn to enhancing better education.

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

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

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

The authors supply a street map and advice for larger schooling specialist improvement within the ordinary technology for educators in any respect degrees. whereas the examples are from the sciences, the methods are quite simply 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

Sample text

2005). Teacher pedagogical constructions: A reconfiguration of pedagogical content knowledge. Teachers and Teaching: Theory and Practice, 11(3), 273–292. , & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952–984. , & Dancy, M. H. (2008). Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations. American Journal of Physics, 76(1), 70–91.

The primary goal of summative assessment is to judge student performance and to determine whether students achieved overall goals associated with the unit, course, or program. Formative and summative assessments play complementary roles in improving student learning and the effectiveness of instruction. , 1999). Professional development in this area can introduce instructors to the wide variety of available instruments and items. Assessment tools should go through a validation process to ensure their validity and reliability.

Prescribed active learning increases performance in introductory biology. CBE Life Sciences Education, 6, 132–139. Gates, S. , & Mirkin, C. (2012). Engage to excel. Science, 335(6076), 1545. Geddis, A. , & Oesch, J. (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.

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