國立高雄大學圖資館 |

Language: English

Back

A discipline-based teaching and lear...

Egan, Laura C.

A discipline-based teaching and learning centera model for professional development /

Record Type:	Electronic resources : Monograph/item
Title/Author:	A discipline-based teaching and learning centerby Gili Marbach-Ad, Laura C. Egan, Katerina V. Thompson.
Reminder of title:	a model for professional development /
Author:	Marbach-Ad, Gili.
other author:	Egan, Laura C.
Published:	Cham :Springer International Publishing :2015.
Description:	xvi, 226 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	College teachersTraining of.
Online resource:	http://dx.doi.org/10.1007/978-3-319-01652-8
ISBN:	9783319016528 (electronic bk.)

A discipline-based teaching and learning centera 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. - Cham :Springer International Publishing :2015. - xvi, 226 p. :ill., digital ;24 cm.

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 (electronic bk.)

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

319699
College teachers
--Training of.

LC Class. No.: LB1738

Dewey Class. No.: 378.125

A discipline-based teaching and learning centera model for professional development /
LDR:03803nmm a2200325 a 4500 001 462719
003 DE-He213
005 20151029151020.0
006 m d
007 cr nn 008maaau
008 151119s2015 gw s 0 eng d
020 $a 9783319016528 (electronic bk.)
020 $a 9783319016511 (paper)
024 7 $a 10.1007/978-3-319-01652-8 $2 doi
035 $a 978-3-319-01652-8
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1738
072 7 $a JNU $2 bicssc
072 7 $a PD $2 bicssc
072 7 $a SCI063000 $2 bisacsh
082 0 4 $a 378.125 $2 23
090 $a LB1738 $b .M312 2015
100 1 $a Marbach-Ad, Gili. $3 715841
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.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2015.
300 $a xvi, 226 p. : $b ill., digital ; $c 24 cm.
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 College teachers $x Training of. $3 319699
650 0 $a College teaching. $3 245570
650 1 4 $a Education. $3 177995
650 2 4 $a Science Education. $3 275619
650 2 4 $a Mathematics Education. $3 274700
650 2 4 $a Higher Education. $3 276621
700 1 $a Egan, Laura C. $3 715842
700 1 $a Thompson, Katerina V. $3 715843
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-01652-8
950 $a Humanities, Social Sciences and Law (Springer-11648)