Note: Intro -- Foreword -- Acknowledgment -- Contents -- About the Authors -- 1 Discipline-Based Professional Development -- 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 -- 2 Building Interest and Engagement Through Enrichment Activities -- Visiting Teacher/Scholars -- Characteristics of Visiting Teacher/Scholars -- Activities with Visiting Teacher/Scholars -- Seminars and Workshops -- Guiding Principals in Developing Seminars and Workshops -- Selecting Seminar and Workshop Topics -- Evaluation of Seminars and Workshops -- PCK Focus of Seminars and Workshops -- PCK 1: Student Understanding of Science -- PCK 2. Science Curriculum -- PCK 3. Instructional Strategies -- PCK 4. Assessment of Student Learning -- PCK 5. Orientation to Teaching Science -- Conclusion -- Implementation Guide -- Tips for Hosting a Successful Teacher/Scholar Visit -- Selecting and Recruiting Visiting Teacher/Scholars -- Publicizing the Visit -- Creating an Agenda of Activities -- Example Seminars and Workshops by PCK Component -- PCK 1: Overcoming Students' Alternative Conceptions in the Chemical and Life Sciences -- PCK 2: Undergraduate Curriculum Innovations in the College of Chemical and Life Sciences -- PCK 3: Blended Learning: What It Is and How to Use It -- PCK 4: As You Can See, But Students Don't: A Closer Look at How Students Read and Interpret Graphic Information. , PCK 5: Identifying the Hallmarks of Effective Teaching to Create a Rubric for Peer Review of Teaching -- Following the Workshop -- References -- 3 Acculturation of New Faculty Members -- Preparation and Work Context of New Faculty Members -- Getting to Know Our New Faculty Members -- Overview of the New Faculty Longitudinal Study -- Analysis of Study Findings by PCK Component -- PCK 1: Student Understanding of Science -- PCK 2: Science Curriculum -- PCK 3: Instructional Strategies -- PCK 4: Assessment of Student Learning -- PCK 5: Orientation to Teaching Science -- Professional Development for New Faculty Members -- Welcome Workshop -- Seminars and Workshops -- Individual Consulting -- Connections to Networks and Faculty Learning Communities -- Funding Opportunities -- Conclusion -- Implementation Guide -- Longitudinal Study: Interview Protocols -- Initial Interview Protocol -- Follow-up Interview Protocol -- Welcome Workshop -- Welcome Workshop Outline -- Welcome Packet -- References -- 4 Consultation for Individuals and Groups of Faculty -- The Need for Ongoing Professional Development -- Bridging the Gap Through Professional Development -- Our Model for Consulting -- Consultation for Individuals -- Consultation for Groups of Faculty -- Informal Groups of Faculty -- Faculty Learning Communities -- Conclusion -- Implementation Guide -- Consultation for Individuals -- PCK 1: Knowledge of Student Understanding -- PCK 2: Knowledge of Science Curriculum -- PCK 3: Knowledge of Instructional Strategies -- PCK 4: Knowledge of Assessment -- PCK 5: Orientation to Science Teaching -- Consultation for Faculty Learning Communities -- PCK 1: Knowledge of Student Understanding -- PCK 2: Knowledge of Science Curriculum -- PCK 3: Knowledge of Instructional Strategies -- PCK 4: Knowledge of Assessment -- PCK 5: Orientation to Science Teaching -- References. , 5 Preparing Graduate Students for Their Teaching Responsibilities -- Need for Training -- Types of Training Currently Offered -- Short Workshops for Beginning GTAs -- Longer Preparatory or Support Course -- Teaching as Professional Development -- Being Observed -- Observation of Experienced Teachers -- Certificate Programs -- National Professional Development Networks -- Professional Development for GTAs in Our University -- Needs Assessment -- Key Findings from the Survey -- Feedback from the Workshop on Roles of the GTA -- Our Professional Development Programs for GTAs -- Seminars and Workshops -- Mandatory Six-Week Courses for New GTAs -- Optional Two-Credit Course -- Certificate Program in Teaching and Learning -- Conclusion -- Implementation Guide -- Workshop: The Role of the GTA -- Summary of GTA Needs Assessment Survey Results -- Conversations on GTA Roles and Challenges -- Conversations on Enhancing GTA Professional Development -- Experiences with Innovative Course Redesigns -- Mandatory Six-Week Teaching Preparatory Course -- Session 1: Introduction and Overview of the Role of the GTA in Undergraduate Education -- Session 2: Student-GTA Communication -- Session 3: Assessing Student Performance -- Session 4: Engaging Students Through Effective Teaching -- Session 5: Evaluation and Expectations of the GTA -- Session 6: Special Topics Based on GTA Interests -- 2-Credit Course for Graduate Students -- Session 1: Introduction to the Course -- Session 2: Overview of Science Education -- Session 3: Student Diversity in Learning Styles and Multiple Intelligences -- Sessions 4 and 5: Theories in Science Education -- Session 6: Active Learning and Evidence-Based Teaching Approaches -- Session 7: Assessment, Rubrics, and Grading -- Session 8: Students' Alternative Conceptions -- Session 9: Using Visual Representations-Concept Maps and Models. , Session 10: Using Technology in Science Education -- Session 11: Observation of an Undergraduate Science Class -- Sessions 12-14: Presentations of Teachable Units -- References -- 6 Evaluating the Effectiveness of a Teaching and Learning Center -- The Role of Comprehensive Program Evaluation -- Needs Assessment: A First Step -- Stakeholders and Their Input into the TLC Needs Assessment -- Final Steps of the Needs Assessment Process -- Ongoing Evaluation: Measuring Five Levels of Program Impact -- Level 1: Participation -- How Do Participants Know About the TLC and Its Activities? -- Who Participates and in What Do They Participate? -- Why Do Individuals Participate? -- Level 2: Satisfaction -- Assessing the Achievement of Programmatic Goals -- Assessing Participant Satisfaction -- Level 3: Learning -- Stage 1: Knowledge of Evidence-Based Teaching Practices -- Stage 2: Belief in the Effectiveness of Evidence-Based Teaching Practices in Enhancing Student Learning -- Stage 3: An Understanding of How to Employ Evidence-Based Teaching Practices -- Level 4: Application -- Faculty Self-Reports of the Teaching Practices They Used -- Student Reports of Teaching Practices They Experienced -- Classroom Observations -- Level 5: Impact -- Student Satisfaction with Their Courses and Course Instruction -- Student Attitudes and Beliefs About Science -- Student Learning in Courses and Sequences of Courses -- Conclusion -- Implementation Guide -- Guiding Questions for Departmental Meetings-Needs Assessment -- Sample Completed Faculty Learning Community Observation Protocol -- References -- 7 Concluding Thoughts -- Lessons Learned.