Submit Feedback

Resource Book Home

Contents

Acknowledgements
Foreword
Using This Resource

I. Preparing to Teach
Planning a course
--Defining Instructional Objectives
--Teaching and Learning Styles: The   Academic Culture
--Choosing and Using Instructional   Materials
--Writing a Syllabus
--Syllabus Checklist
--Using the Syllabus in Class
--Summary of Course Planning
Addressing Students' Needs
--Importance of Knowing Your   Students
--Planning Considerations
--Getting to Know Your Students
--Students of Different Backgrounds
--Students with Disabilities
--Teaching Strategies: Non-Native   Speakers of English
--Creating a Learning Environment
--Dealing with Disruptive Behavior in   the Classroom
--Common Disruptive Student   Behaviors and Possible Responses
--Dealing with Apathetic Students
--Cultural Differences for International   Instructors
--Summary of Addressing Students’   Needs
Teaching Tips
--Organizing Class
--Ways to Be Accessible Outside the   Classroom
--Six Common Non-Facilitating   Teaching Behaviors
--Wireless in the Classroom: Advice   for Faculty
--Summary of Teaching Tips

II. Teaching Methods
The First Day of Class
--When the Class Meets You
--When You Meet the Class
--Diversity the Instructor Brings to the   Classroom
--Conversing with Students with   Disabilities
--Moving Forward
--Summary of the First Day of Class
Lecturing
--Strategies for Effective Learning
--Advantages and Disadvantages of   the Traditional Lecture Method
--Enhancing Learning in Large   Classes
--Chalkboard Technique
--Writing Assignments in the Lecture
--Engaging Women in Math and   Science Courses
--Formulating Effective Questions
--Summary of Lecturing
Discussion
--Brief Overview
--The “Nuts and Bolts” of Discussion
--Facilitating Discussion of Sensitive   Issues
--Encouraging Student Contributions
--Alternative Instructional Methods
--Potential Problems in Discussions
--Summary of Discussion
Expanding Teaching Strategies
--Practical Examples
--Show and Tell
--Case Studies
--Teaching with Case Studies
--Guided Design Projects
--Brainstorming
Group Work
--General Information about Using   Groups
--Group Work in an Introductory   Science Laboratory
Science Labs
--The Role of the Lab Instructor
--What Do the Students Need to   Know?
--The First Day
--Planning and Running a Laboratory
--Safety Procedures
--Summary of Science Labs
Teaching Outside the Classroom
--Tutoring
--Office Hours
--Teaching Students to Solve   Problems
--Advising and Extracurricular   Activities
--Summary of Teaching Outside the   Classroom
Overcoming Misconceptions
--Societal Attitudes and Science   Anxiety
--Misconceptions as Barriers to   Understanding Science
--Common Difficulties and   Misunderstandings

III. Teaching-as-Research
Assessing Student Performance
--Establishing Objectives for   Assessment
--Assessment Primer
--Formulating Effective Methods of   Assessment
--Helping Students Succeed on   Assignments and Exams
--The Why and How of Tests
--Grading Lab Reports, Problem Sets,   and Exam Questions
--Grading Checklist
--Grading Specific Activities
--Grading Writing
--Summary of Assessing Student   Performance
How to Evaluate Your Own Teaching
--Evaluating Your Own Teaching
--A Note on Teaching-as-Research

IV. Appendices
Inspirational Essays
--Mathematics: The Universal   Language of Science
--Transforming Quizzes into Teaching   and Learning Tools
--Teaching My Students to Fish
--Chemistry: The Other Foreign   Language
--Teaching to Different Modes of   Learning
--Notes from a Career in Teaching
Additional Resources
Websites
Graduate Assistant Handbook Outline
--Department- and Institution-Specific   Information
--18 Questions to Have Answered

Works Cited

Submit Feedback

Encouraging Creativity  

The brainstorming technique is widely used in industry and academia to encourage participants to generate ideas in an unhindered manner. In an academic context, brainstorming encourages students to participate actively in idea-generation exercises and experience the benefits of a multi-dimensional approach to analyzing problems or solutions. Asking interpretive questions, rather than “yes/no” questions, leads to productive brainstorming.

Scope

The brainstorming technique is applicable to all levels of the engineering curriculum and to all teaching scenarios – labs, lectures or discussion sections. It is especially useful in design courses since it calls for a multiple-answer, multiple-dimension methodology rather than the usual single-answer approach to problems. The brainstorming technique can be implemented in a number of different ways as follows:

• Structured

The whole class is given a topic to discuss and each student is called upon to contribute an idea. The advantage of this method is that all students participate, and the more vocal students tend not to dominate the discussions. The disadvantage is that the discussions usually do not flow freely as in an unstructured session, and can make some students feel pressured and uncomfortable.

• Unstructured

Students are allowed to contribute ideas as and when they think of them. This approach allows for a freer flow of ideas and a more relaxed environment. The drawbacks to this approach are that it can lead to the students not responding at all, or to a few students dominating the discussion.

• Group

This is a structured approach. The class is broken into small groups, and each group presents its ideas after an allotted amount of time. The advantage of this method is that the students are likely to be more at ease and willing to express their ideas. The group work also promotes synergy and communication among the students. One obvious drawback to this method is that it more time-intensive than the other two methods.

Guidelines

The following guidelines should be followed with any of the above methods:

1. Make sure that everyone agrees on the question or topic of the brainstorm. Write it down on a chalkboard, for example, or give handouts.
2. Never criticize students’ ideas or allow students to criticize each other.
3. Do not allow students to reject ideas initially. Ideas should not be weeded out until the end of the brainstorming. This keeps the solution path from becoming prematurely narrow.
4. Write every idea down. Use a flip chart, blackboard, overheads, Post-It™  notes, or other visual methods.
5. Use the words of the speaker when recording; do not interpret.