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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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Ground Rules for Discussions

Establishing ground rules can be a way to have students take responsibility for creating a classroom environment conducive to learning. From the outset, by gaining class consensus on ground rules, teachers can enlist student support in their enforcement.

1. Share experience
Rather than generalizing about whole groups of people, ask students to use “I” statements and speak from their own experience. This also invites diverse perspectives from students who often find themselves on the fringe of classroom life, such as gay, lesbian and bisexual students, older students, women and students of color.

2. Participation
Ask students who know they tend to monopolize discussions or interrupt others to self-monitor and make room for quieter students. At the same time, encourage students who tend to be quieter to enhance everyone’s learning by sharing their unique perspectives and experiences.

3. Confidentiality
Encourage students to take concepts and ideas from class and discuss them freely. However, personal stories raised by individuals should be kept confidential.

4. Respectful Listening
Encourage students with differing points of view to raise questions by listening first. Add that if someone raises a point a student strongly disagrees with or finds offensive, it is important for the student to inform others. It is also important to remember that the human being stating the question or comment deserves respect, even when one disagrees with what they are saying.

5. No Zaps
Tied to the notion of respect is the ground rule of no put-downs in class, not even the humorous variety called “zaps.” To “zap” one person often discourages open and honest exchange of ideas among the group.

6. Be Clear and Concise
Encourage students to ask for clarification when they don't understand a point someone has made. Everyone should be efficient in their discourse, making points and then yielding to others.

7. Challenge and Be Challenged
Ask that if students challenge others’ ideas, they do so with factual evidence and appropriate logic. If others challenge their ideas, they should be open to the possibility of changing their minds if errors in their logic or use of facts are demonstrated.