A Discipline-Based Teaching and Learning Center A Model for 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