A Discipline-Based Teaching and Learning Center A Model for Professi
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 s
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ciplineBased Teaching and Learning Center A Model for Professional Development
A Discipline-Based Teaching and Learning Center
Gili Marbach-Ad • Laura C. Egan Katerina V. Thompson
A Discipline-Based Teaching and Learning Center A Model for Professional Development
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Gili Marbach-Ad University of Maryland College Park, MD, USA
Laura C. Egan University of Maryland College Park, MD, USA
Katerina V. Thompson University of Maryland College Park, MD, USA
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ISBN 978-3-319-01651-1 ISBN 978-3-319-01652-8 (eBook) DOI 10.1007/978-3-319-01652-8 Library of Congress Control Number: 2015933659 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www. springer.com)
Foreword
While teaching and learning have always been at the heart of the missions of higher education institutions, considerable interest in recent years pertains to ways to improve learning processes for both undergraduate students and graduate students. Concerns about whether students are being prepared for the lives they will lead, the employment responsibilities they will fill, and their roles in meeting the needs of society come from parents, employers, legislators, foundations, and national agencies, as well as from institutional administrative leaders, faculty members, and students themselves. These concerns have fueled growing interest in initiatives to strengthen undergraduate education, to integrate more preparation for teaching into doctoral education, and to refine curricula in order to deepen student learning outcomes. Encouraging and facilitating learning is a core mission of higher education, and the renewed interest in effectively meeting this mission is resulting in exciting initiatives across many univ
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