A Discipline-Based Teaching and Learning Center

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, Co-Director, Center for Research on Instructional Change in Postsecondary Education, 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, Dean, College of Science and Mathematics, Fresno 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

• PCK
• STEM education
• discipline-based teaching and learning center
• evidence-based teaching
• evidence-based teaching approaches
• faculty development
• faculty learning communities
• graduate teaching assistants
• higher education
• pedagogical content knowledge
• science education
• science faculty
• science teacher
• science teaching
• student-centered teaching
• teacher professional development

Faculty professional development is a critical component to implementing evidence-based teaching strategies in science classrooms — those we know work best for promoting learning and success for all students. Each of the scientific disciplines goes about its work of discovery in nuanced ways, from the highly mathematical approach of physics to the traditionally observational methods of biology. These traditions of discovery influence pedagogy; thus, faculty development programs must focus on the needs of faculty members from their disciplinary perspectives. This book will provide a much needed resource for helping campus leaders and faculty development professionals develop 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. A must read for those interested in improving teaching and learning for the 21^st century

Spencer A. Benson, Director of the Centre for Teaching and Learning Enhancement, University of Macau

Recent decades have seen significant growth in knowledge about teaching practices that result in significantly more student learning than traditional lectures. Promoting more widespread use of these practices is an important unsolved problem in higher education. In this book, the authors describe how they solved this problem by creating 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, Department of Physics and Mallinson Institute for ScienceEducation, Western Michigan University

• University of Maryland, College Park, USA

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

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