Download e-book for iPad: 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

ISBN-10: 3319016512

ISBN-13: 9783319016511

ISBN-10: 3319016520

ISBN-13: 9783319016528

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 bettering undergraduate technological know-how schooling via assisting the front-line educators who play a necessary function during this undertaking. The TLC’s finished technique encompasses session, seminars and workshops, acculturation actions for brand new school participants, and educating preparatory classes in addition to a certificates software for graduate scholars. on the collage of Maryland, TLC serves biology and chemistry school contributors, postdoctoral affiliates, and graduate scholars. the guts is deeply built-in into the departmental tradition, and its emphasis on pedagogical content material wisdom makes its actions hugely appropriate to the group that it serves. The booklet displays ten years of extensive paintings at the layout and implementation of the version. starting with a wishes evaluation and carrying on with with ongoing evaluate, the publication offers a wealth of data approximately the way to layout and enforce potent expert improvement. moreover, it discusses the idea underlying all the software elements 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 profitable discipline-based educating and studying middle on the college of Maryland. this can be a needs to learn for an individual attracted to enhancing larger education.

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

This ebook will offer a much-needed source for supporting campus leaders and school improvement execs create strong courses that meet the desires of technological know-how faculty.

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

The authors offer a highway map and suggestions for greater schooling expert improvement within the usual technology for educators in any respect degrees. whereas the examples are from the sciences, the techniques are conveniently adaptable to all disciplines.

Spencer A. Benson, Director of the Centre for educating 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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Taxonomy of educational objectives. Handbook 1: Cognitive domain. New York, NY: Longman. Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press. Chu, D. (2006). The department chair primer: Leading and managing academic departments. Bolton, MA: Anker. Cochran, K. , DeRuiter, J. , & King, R. A. (1993). Pedagogical content knowledge: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263–272. Dewey, J. (1897). My pedagogical creed. School Journal, 54, 77–80.

At the time of her visit, Claudia Neuhauser was the Vice Chancellor for Academic Affairs at the new campus of the University of Minnesota, Rochester. In this role, she developed and evaluated innovative interdisciplinary degree programs and courses, and promoted ongoing education collaborations across disciplines. Neuhauser is a mathematician by training, and her research interests have spanned areas of biology across levels of organization, from the genome to ecological communities. During her visit, Neuhauser met with individuals and groups who are engaged in ongoing initiatives to enhance interdisciplinary connections between biology, chemistry, physics, and mathematics.

14 1 Discipline-Based Professional Development Pre-tenure faculty members face a great deal of pressure to establish themselves as researchers, and they have limited time available to engage in intensive professional development to improve their teaching. These faculty members may benefit from workshops or support that is individualized and targeted at concrete, manageable interventions. Non-tenure-track instructional faculty members generally have heavy teaching loads and limited time available to focus on educational research endeavors.

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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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