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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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The more information that you can give the student, the better. Do not be afraid of generating a long syllabus. However, if it does become more than a few pages, consider attaching a table of contents.

Below is a list of information which students need to see on their first day of class:

• Basic Information:
  Course title, course number, number of credits, current year and term, meeting time and location, your name, location of your office, office phone number, e-mail address, and names, offices and phone numbers of other instructors. Identify your preferred method of communication.
• Office Hours:
  The times you will be available to meet with students. Try to be available at a variety of times in order to accommodate many schedules. Invite students to meet with you during your office hours to discuss their accommodation and/or learning needs.
• Prerequisites:
  Required classes, knowledge, skills or experience for the course.
• Course’s Purpose:
  What the course is about and why it is interesting to you.
• Learning Goals:
  Competencies/skills/knowledge that students are expected to demonstrate at the end of the course. (Ideas on how to generate these goals can be found under “Defining Instructional Objectives.”)
• Course Structure:
• The conceptual design behind the course. Sequence topics so that major concepts are introduced early and can be reinforced through application to new situations.
• Textbooks & Readings:
  Titles, authors, editions and local booksellers who carry the titles. Select textbooks with an accompanying study guide or interactive CD-ROM for additional learning opportunities, if possible.
• Additional Required Materials and Equipment:
  Do the students need to buy calculators, computers, computer software, art supplies, drafting materials, etc.? If they do, be specific about what brands or models you recommend.
• Assignments, Term Papers and Exams:
  Be specific. Describe the nature and format of assignments. What format are the tests: short answer, essay, or multiple choice? What are the topics, expected lengths, and due dates of the term papers? Try to anticipate questions, as well as confusions that may arise later.
• Grades:
  Describe how you will calculate grades (e.g., whether or not you will use a curve). Provide specific criteria that you will use when evaluating assignments, if relevant. (For more information, see “Assessing Student Performance” in Part Three.)
• Course polices:
  How do you deal with lateness, absences, late homework, requests for extensions, make-up tests or assignments, cheating and plagiarism? Be very explicit and firm. Is the date for the final exam set in stone?
• Ground rules:
  Explain what type of behavior and attitude is expected from students. Create a climate of mutual respect, openness and inquiry.
• Course schedule:
  Provide a schedule of events which gives a topic of discussion or lecture for each day and what assignments or readings should be completed for that day. Topics and activities may be tentative, but exam dates and required reading should be reasonably fixed. Students are attempting to manage their workloads for the term at the beginning, and major last-minute changes in the syllabus can be very upsetting.
• Other things you might consider:
  Give your students tips/advice on how to approach studying for this course. Recommend that they take a look at old exams if these accurately reflect your testing style for this course. Talk about how you feel about extra credit. Make suggestions on how students can make the most of an office visit, or provide evaluation and feedback to you.

If you wish, make your syllabus informal and friendly. Be encouraging and enthusiastic about the coming experience. Encourage students to visit you in your office and say hello. Assure them that you want to help them all succeed in mastering the content of the course.