Informed by just-in-time learning, this article outlines an approach to content strategy that connects faculty with existing resources. As a result of our intentional content strategy, faculty on campus opened resources meaningful to their work each week of the semester. This article explains a center for teaching and learning approach to content…

Teaching and Learning Centres (TLCs) play a role in the professional development of faculty, staff and teaching assistants in higher education institutions. One of the functions of many TLCs is that of outreach, not only to the individuals within their institutions who are their primary clientele but also to the greater higher education community.…

In efforts to improve the quality of education, higher education institutions are increasingly turning to lead faculty developers (LFDs) of faculty development centers (FDCs) as part of the solution. Historically, LFDs have been responsible for working directly with faculty to improve teaching strategies, course design, and technology integration.…

Improving teaching and learning in higher education became an important international endeavor in the 1960s and 1970s, corresponding to an influx of students coming in greater numbers than ever seen before, from a broader range of backgrounds, and with diverse expectations for attending colleges and universities. These same students were also more…

Written by the director and staff of the first, and one of the largest, teaching centers in American higher education--the University of Michigan's Center for Research on Learning and Teaching (CRLT)--this book offers a unique perspective on the strategies for making a teaching center integral to an institution's educational mission. It presents a…

This directory of federally funded teacher centers supplements "The Role of Higher Education in Teacher Centers," published in 1981 by the American Association of Colleges for Teacher Education and the Southern New Jersey Regional Teacher Center. Included in this document are all teacher centers funded in 1980-81 or 1981-82 by the Teacher Center…

School-university collaboration occurs only as a result of deliberate effort. Using trade between Nepal and Tibet as an illustration, elements of a successful collaboration are discussed, and examples are presented from Florida's Teacher Education Centers. (MT)

Teacher Centers began less than ten years ago in England. The English Teacher Centers are governed by the teachers themselves and are financially supported by the local educational authority. The various centers have two functions in common: (a) curriculum development; and (b) inservice education. In the United States, there are at least 4,500…

Describes the purposes of the Center for Science Education at the University of Oslo as follows: to give help and advice to acting teachers; to make the staff at the university more aware of the needs and problems of the schools. Outlines the activities involved in fulfilling these purposes. (GS)

Examines data from three investigations of the impact of the Teachers' Active Learning Center (TALC)/Teacher Shelter, a program run in the San Francisco Bay Area. Notes ten features of the center that make it unique and successful. (RL)

The Texas Network for Preparing School Based Teacher Educators (SBTEs) is a statewide cooperative effort of forty teacher centers, governed by an advisory board of fourteen members, and devoted to the improvement of instruction in elementary and secondary schools through improved practice of SBTEs. The SBTE is defined as being a professional…

Changes for the structuring of teacher education are proposed in this paper. The professional status of teachers is emphasized, and the following aspects in teacher training are outlined: (1) In order to provide for professional autonomy and to give practicing teachers more control over their profession, states should establish professional…

The Comprehensive Educational Center (CEC) at Plattsburgh State University College provides pre- and in-service teachers, administrators, human resource personnel, and others with a variety of services. The CEC provides free and expert consultant and instructional services in the areas of art education, curriculum evaluation and development,…

After discussing the operations of both federally and nonfederally funded teacher centers, the authors raise some policy issues about the role of teacher education institutions and faculty in center development, operation, and governance. (SJL)