國立虎尾科技大學 |

A Discipline-Based Teaching and Learning Center = A Model for Professional Development /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A Discipline-Based Teaching and Learning Center/ by Gili Marbach-Ad, Laura C. Egan, Katerina V. Thompson.
其他題名:	A Model for Professional Development /
作者:	Marbach-Ad, Gili.
其他作者:	Egan, Laura C.
面頁冊數:	XVI, 226 p. 31 illus.online resource. :
Contained By:	Springer Nature eBook
標題:	Science education. -
電子資源:	https://doi.org/10.1007/978-3-319-01652-8
ISBN:	9783319016528

A Discipline-Based Teaching and Learning Center = A Model for Professional Development /
Marbach-Ad, Gili.

A Discipline-Based Teaching and Learning CenterA Model for Professional Development /[electronic resource] :by Gili Marbach-Ad, Laura C. Egan, Katerina V. Thompson. - 1st ed. 2015. - XVI, 226 p. 31 illus.online resource.

Transforming Undergraduate Science Education -- Active Learning and Evidence-Based Teaching Approaches. Professional Development for Teaching in the University -- Pedagogical Content Knowledge -- The Five PCK Components -- PCK for the Undergraduate Level -- Overview and Brief History of the Teaching and Learning Center (TLC) -- Key Contributors to a Disciplinary TLC/- Institutional Levels and External Entities Involved in Change Efforts -- Credibility and Buy-In -- How to Initiate a Disciplinary TLC -- Outline of the Book -- References.

This book describes the design and implementation of a discipline-specific model of professional development: the disciplinary Teaching and Learning Center (TLC). TLC was born from a strong commitment to improving undergraduate science education through supporting the front-line educators who play an essential role in this mission. The TLC’s comprehensive approach encompasses consultation, seminars and workshops, acculturation activities for new faculty members, and teaching preparatory courses as well as a certificate program for graduate students. At the University of Maryland, TLC serves biology and chemistry faculty members, postdoctoral associates, and graduate students. The Center is deeply integrated into the departmental culture, and its emphasis on pedagogical content knowledge makes its activities highly relevant to the community that it serves. The book reflects ten years of intensive work on the design and implementation of the model. Beginning with a needs assessment and continuing with ongoing evaluation, the book presents a wealth of information about how to design and implement effective professional development. In addition, it discusses the theory underlying each of the program components and provides an implementation guide for adopting or adapting the TLC model and its constituent activities at other institutions. In this book, the authors describe how they created the highly successful discipline-based Teaching and Learning Center at the University of Maryland. This is a must read for anyone interested in improving higher education Charles Henderson, Western Michigan University This book will provide a much-needed resource for helping campus leaders and faculty development professionals create robust programs that meet the needs of science faculty. Susan Elrod, Interim Provost and Vice President for Academic Affairs, Chico State The authors provide a road map and guidance for higher education professional development in the natural science for educators at all levels. While the examples are from the sciences, the approaches are readily adaptable to all disciplines. Spencer A. Benson, Director of the Centre for Teaching and Learning Enhancement, University of Macau.

ISBN: 9783319016528

Standard No.: 10.1007/978-3-319-01652-8doiSubjects--Topical Terms:

1151737
Science education.

LC Class. No.: LC8-6691

Dewey Class. No.: 507.1

A Discipline-Based Teaching and Learning Center = A Model for Professional Development /
LDR:04197nam a22004095i 4500 001 965395
003 DE-He213
005 20200919230800.0
007 cr nn 008mamaa
008 201211s2015 gw | s |||| 0|eng d
020 $a 9783319016528 $9 978-3-319-01652-8
024 7 $a 10.1007/978-3-319-01652-8 $2 doi
035 $a 978-3-319-01652-8
050 4 $a LC8-6691
072 7 $a JNU $2 bicssc
072 7 $a SCI063000 $2 bisacsh
072 7 $a JNU $2 thema
072 7 $a PD $2 thema
082 0 4 $a 507.1 $2 23
100 1 $a Marbach-Ad, Gili. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1260980
245 1 2 $a A Discipline-Based Teaching and Learning Center $h [electronic resource] : $b A Model for Professional Development / $c by Gili Marbach-Ad, Laura C. Egan, Katerina V. Thompson.
250 $a 1st ed. 2015.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2015.
300 $a XVI, 226 p. 31 illus. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
505 0 $a Transforming Undergraduate Science Education -- Active Learning and Evidence-Based Teaching Approaches. Professional Development for Teaching in the University -- Pedagogical Content Knowledge -- The Five PCK Components -- PCK for the Undergraduate Level -- Overview and Brief History of the Teaching and Learning Center (TLC) -- Key Contributors to a Disciplinary TLC/- Institutional Levels and External Entities Involved in Change Efforts -- Credibility and Buy-In -- How to Initiate a Disciplinary TLC -- Outline of the Book -- References.
520 $a This book describes the design and implementation of a discipline-specific model of professional development: the disciplinary Teaching and Learning Center (TLC). TLC was born from a strong commitment to improving undergraduate science education through supporting the front-line educators who play an essential role in this mission. The TLC’s comprehensive approach encompasses consultation, seminars and workshops, acculturation activities for new faculty members, and teaching preparatory courses as well as a certificate program for graduate students. At the University of Maryland, TLC serves biology and chemistry faculty members, postdoctoral associates, and graduate students. The Center is deeply integrated into the departmental culture, and its emphasis on pedagogical content knowledge makes its activities highly relevant to the community that it serves. The book reflects ten years of intensive work on the design and implementation of the model. Beginning with a needs assessment and continuing with ongoing evaluation, the book presents a wealth of information about how to design and implement effective professional development. In addition, it discusses the theory underlying each of the program components and provides an implementation guide for adopting or adapting the TLC model and its constituent activities at other institutions. In this book, the authors describe how they created the highly successful discipline-based Teaching and Learning Center at the University of Maryland. This is a must read for anyone interested in improving higher education Charles Henderson, Western Michigan University This book will provide a much-needed resource for helping campus leaders and faculty development professionals create robust programs that meet the needs of science faculty. Susan Elrod, Interim Provost and Vice President for Academic Affairs, Chico State The authors provide a road map and guidance for higher education professional development in the natural science for educators at all levels. While the examples are from the sciences, the approaches are readily adaptable to all disciplines. Spencer A. Benson, Director of the Centre for Teaching and Learning Enhancement, University of Macau.
650 0 $a Science education. $3 1151737
650 0 $a Mathematics—Study and teaching . $3 1253684
650 0 $a Higher education. $3 1148448
650 1 4 $a Science Education. $3 668800
650 2 4 $a Mathematics Education. $3 671509
650 2 4 $a Higher Education. $3 679030
700 1 $a Egan, Laura C. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1260981
700 1 $a Thompson, Katerina V. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1260982
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783319016535
776 0 8 $i Printed edition: $z 9783319016511
776 0 8 $i Printed edition: $z 9783319377834
856 4 0 $u https://doi.org/10.1007/978-3-319-01652-8
912 $a ZDB-2-SHU
912 $a ZDB-2-SXED
950 $a Humanities, Social Sciences and Law (SpringerNature-11648)
950 $a Education (R0) (SpringerNature-43721)