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 publication describes the layout and implementation of a discipline-specific version improvement: the disciplinary educating and studying heart (TLC). TLC was once born from a powerful dedication to bettering undergraduate technology schooling via aiding the front-line educators who play a necessary function during this venture. The TLC’s finished procedure encompasses session, seminars and workshops, acculturation actions for brand spanking new college contributors, and instructing preparatory classes in addition to a certificates software for graduate scholars. on the collage of Maryland, TLC serves biology and chemistry college individuals, 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 correct to the group 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 overview and carrying on with with ongoing assessment, the ebook offers a wealth of data approximately the best way to layout and enforce powerful specialist improvement. additionally, it discusses the speculation underlying all of the application elements and offers an implementation advisor for adopting or adapting the TLC version and its constituent actions at different associations.

In this publication, the authors describe how they created the hugely profitable discipline-based educating and studying heart on the collage of Maryland. it is a needs to learn for an individual drawn to bettering larger education.

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

This publication will supply a much-needed source for assisting campus leaders and college improvement execs create powerful courses that meet the desires of technology faculty.

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

The authors supply a highway map and counsel for greater schooling specialist improvement within the usual technology for educators in any respect degrees. whereas the examples are from the sciences, the techniques are comfortably adaptable to all disciplines.

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

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Wenderoth, M. P. (2007). 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.

1982; Marbach-Ad, 2009; Thijs & van den Berg, 1993), such as arising from everyday life experiences or students’ overgeneralization. It is important to understand the generative causes of alternative conceptions, because this helps to target learning strategies to overcome them (Krause, Kelly, Tasooji, Corkins, & Purzer, 2010). In any given class, students vary in terms of their prior knowledge and framework for integrating new knowledge. This diversity may stem from different cultural backgrounds, academic trajectories, retention of prior learning, and learning styles (Birenbaum & Dochy, 1996; Magnusson, Krajcik, & Borko, 1999).

Seminars and Workshops 29 Learning progressions are “research-based cognitive models of how learning of scientific concepts and practices unfolds over time” (Duncan & Rivet, 2013, p. 396). They map pathways that students may follow in developing more sophisticated understanding of key ideas and skills necessary for science literacy (Fortus & Krajcik, 2012). Using learning progressions to guide curriculum design supports coherence within and across courses (Duschl, Schweingruber, & Shouse, 2007).

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