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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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Our goals in compiling this resource book were to provide instructors with tools for teaching and to weave diversity throughout the volume. Although many of the documents that we examined were well-written, most were written for college instructors in general and were not STEM-specific. Further, few of those resource books incorporated diversity fully.

It is possible that a good portion of the difficulty with truly creating inclusive learning environments is that we do not see inclusiveness modeled. Instead, diversity is presented as an add-on and, therefore, is often ignored.

This resource book attempts to weave diversity through the life of a course – from planning the class, to choosing teaching methods, to end-of-semester evaluation of oneself and assessment of student performance.

We do not intend for Reaching All Students to be a comprehensive teacher-training manual. Instead, we hope to pique your interest and demonstrate how to integrate diversity throughout a STEM course. We intend the resource book to become a reference not only for future faculty in STEM, but also for current faculty.

“Part One: Preparing to Teach” discusses how to plan and develop a course by choosing objectives and selecting teaching strategies. It offers information on how to get to know your students and how to create a learning environment that will reach students of all different backgrounds. In addition, there are ideas on developing a syllabus and tips on general teaching skills, including how to think about communication.

“Part Two: Teaching Methods” is the heart of the volume. Beginning with the first day of class, this section offers suggestions on how to engage students with a variety of teaching methods, encouraging faculty and future faculty to experiment with various teaching approaches. We present the strengths and limitations of different teaching methods, along with reference lists to help the reader explore the topics further. We discuss instructional methodologies including lecturing, discussions, group work, science labs and alternative teaching methods. This section also contains articles on how to effectively use case studies, how to select terminology to use with students, and how to deal with disruptive behavior.

“Part Three: Teaching-as-Research: Continually Improving Your Teaching” addresses assessment and evaluation issues for instructors and students. End-of-semester evaluations are necessary, but are only a small part of the process of improving one’s teaching skills. The section is intended to stimulate creative thinking about how to smoothly incorporate evaluation, an important dimension of the CIRTL principle of teaching-as-research, into courses and how to find different methods to improve your own teaching.

“Part Four: Appendices” begins with five inspirational essays by UC-Berkeley teaching assistants on inclusive teaching, as well as an engaging article by a faculty member reflecting on his many years of teaching experience. It also includes a list of additional resources and websites that address diversity in STEM education. The CIRTL Diversity Team staff have reviewed all of these resources. The appendices also offer a recommended outline of a TA Handbook.

The original sources of the information in Reaching All Students are listed in the endnotes. Most of the pieces have been adapted by the CIRTL team, infused with inclusive teaching practices, and made STEM-relevant. All source references are listed in the Works Cited section at the end of the book.