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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

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Considerate Communication

Many students, regardless of their gender or cultural background, feel discouraged when they see inconsiderate behavior on the part of professors, TAs, or other students. Witnessing repeated problems may cause these students to question their major, or even their aspirations for a college degree. To foster class participation and student success, it is essential to provide a friendly and respectful classroom.

Each of us sees through the lens of our own experience. Being aware of stereotypes and inappropriate language is the first step to developing a genuine awareness of the other person’s point of view.

Providing a welcoming environment is not as challenging as it may sound. It is about realizing the ways that some students may be misjudged by peers and instructors, and how this affects them. Treating students with consideration and interest, and encouraging them to treat each other likewise, will improve the quality of life at your university. Education is the beginning of your students’ professional lives. Now is the time to make your words and example count.

Knowing Your Students’ Backgrounds

Knowledge about students will enable you to refine lectures, class discussions, comments, illustrations, and activities so that they are more effective learning experiences. References to student interests, backgrounds, knowledge, and even anxieties can make the class seem more personal and the material more accessible.

Not all students will have the same background in your field. By assessing students’ comprehension levels of the subject, you can modify your own teaching to fit their needs. By customizing your course to students’ needs, you can teach more efficiently and effectively.

Your first step will be to find out more about your students. On the first day of class, hand out a questionnaire. You should find out what previous classes students have had in your field and related subjects. You can list basic terminology you expect students to understand, and ask students to mark the words they do not understand or feel uncomfortable with. Ask your students if their attendance or participation in class and on assignments will be affected by their religion, disability, or any other unique situation. Leave an area for students to write down any special accommodations they may need for learning disabilities, work or family obligations, etc.