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

Acknowledgements
Foreword
Using This Resource
The Center for the Integration of Research, Teaching, and Learning

Part One: 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

Part Two: 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

Part Three: Teaching-as-Research: Continually Improving Your Teaching

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

Part Four: Appendices

Appendix 1: 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

Appendix 2: Additional Resources

Appendix 3: Web Sites

Appendix 4: Graduate Assistant Handbook Outline
Department- and Institution-Specific Information
18 Questions to Have Answered

Works Cited

About the Authors

Notes