Resource Book
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
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This material is based upon work supported by the National Science Foundation under Grant No. 0227592.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Copyright © 2006, The Board of Regents of the University of Wisconsin System