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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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¹Adapted with permission from the Center for Teaching, University of Massachusetts-Amherst.

²Adapted with permission, from “Teaching for Inclusion: Your Diversity and the College Classroom,” by the University of North Carolina at Chapel Hill Center for Teaching and Learning.

³Table by K. Friedrich.

⁴From R. M. Felder, personal communication, September 2007.

⁵Adapted with permission, from “Teaching for Inclusion: Your Diversity and the College Classroom,” by the University of North Carolina at Chapel Hill Center for Teaching and Learning.

⁶Adapted with permission, from “Teaching and Learning Styles in Engineering Education,” by R. M. Felder and L. K. Silverman, 1988, Engineering Education, 78 (7), p. 680.

⁷Adapted with permission, from “Teaching for Inclusion: Your Diversity and the College Classroom,” by the University of North Carolina at Chapel Hill Center for Teaching and Learning.

⁸Adapted with permission from “Science Teaching Reconsidered: A Handbook” (© 1997) by the National Academy of Sciences, with permission from the National Academies Press, Washington, DC.

⁹Used with permission from Campus Instructional Consulting, Indiana University, adapted from Povlacs, 1986.

¹⁰Reprinted with permission from “Science Teaching Reconsidered: A Handbook” (© 1997) by the National Academy of Sciences, courtesy of the National Academies Press, Washington, DC.

¹¹Adapted with permission from “Science Teaching Reconsidered: A Handbook” (© 1997) by the National Academy of Sciences, courtesy of the National Academies Press, Washington, DC.

¹²Adapted with permission from Teaching Effectiveness Program, Academic Learning Services, University of Oregon.

¹³Used with permission from Teaching Assistant Program, Michigan State University.

¹⁴Adapted with permission from “Science Teaching Reconsidered: A Handbook” (©1997) by the National Academy of Sciences, courtesy of the National Academies Press, Washington, DC.

¹⁵Adapted with permission from Shari Saunders and Diana Kardia, Center for Research on Learning and Teaching, University of Michigan.

¹⁶Adapted with permission from Shari Saunders and Diana Kardia, Center for Research on Learning and Teaching, University of Michigan.

¹⁷Adapted with permission from Shari Saunders and Diana Kardia; Center for Research on Learning and Teaching, University of Michigan, adapted from Chism et al., 1992.

¹⁸By L. Giovanetto.

¹⁹By K. Friedrich.

²⁰Reprinted with permission from Shirley Ronkowski, Office of Instructional Consultation, University of California-Santa Barbara.

²¹Reprinted with permission of John Wiley & Sons, Inc., from “Tools for Teaching” by B. G. Davis, Copyright (© 1993, John Wiley & Sons).

²²Reprinted with permission from Kathleen McKinney, Cross Chair in the Scholarship of Teaching and Learning and Professor of Sociology, Illinois State University.

²³Reprinted with permission from Honolulu Community College, adapted from East Bay AIDS Education Training Center.

²⁴Reprinted with permission from “Science Teaching Reconsidered: A Handbook” (© 1997) by the National Academy of Sciences, courtesy of the National Academies Press, Washington, DC.

²⁵Reprinted with permission from the Graduate College, Iowa State University.

²⁶Reprinted with permission from Campus Instructional Consulting, Indiana University, with permission from University of Illinois, 1980.

²⁷Adapted with permission from Tonya Lambert, The Gwenna Moss Teaching & Learning Centre, University of Saskatchewan.

²⁸Reprinted with permission from Sondra M. Napell, University of California, Berkeley. Reprinted from “Contemporary Education,” published by the School of Education, Indiana State University, Terre Haute, Indiana. Vol. XLVII, No. 2, Winter, 1976.

²⁹Used with permission from the University of Wisconsin Division of Information Technology.

³⁰Adapted with permission from L. Acitelli, University of Michigan.

³¹Adapted with permission from L. Acitelli, University of Michigan.

³²Reprinted with permission from “Science Teaching Reconsidered: A Handbook” (© 1997) by the National Academy of Sciences, courtesy of the National Academies Press, Washington, DC.

³³Adapted with permission from the University of North Carolina at Chapel Hill Center for Teaching and Learning.

³⁴Adapted with permission from the University of California-Santa Barbara.

³⁵By the CIRTL Diversity Team.

³⁶Reprinted with permission from the Department of Communication Studies, University of Iowa.

³⁷By the CIRTL Diversity Team.

³⁸Adapted with permission from Janin Hadlaw and Christopher Armstrong, Centre for Teaching & Learning Services, Concordia University, and Campus Instructional Consulting, Indiana University, adapted from Perry and Birdine, 1996.

³⁹Adapted with permission from the Office of Instructional Resources, University of Illinois-Urbana­ Champaign.

⁴⁰Adapted with permission from “Science Teaching Reconsidered: A Handbook” (© 1997) by the National Academy of Sciences, courtesy of the National Academies Press, Washington, DC.

⁴¹Used with permission from the Computer Science Department, University of Maryland.

⁴²Adapted from material by T. Rishel, Cornell University and Copyright the Mathematical Association of America. All rights reserved.

⁴³Adapted with permission from the Center for Teaching and Learning, University of North Carolina-Chapel Hill.

⁴⁴Reprinted with permission from B. Black and M. Kaplan, Center for Research on Learning and Teaching, University of Michigan.

⁴⁵By the CIRTL Diversity Team.

⁴⁶Reprinted with permission from the Computer Science Department, University of Maryland.

⁴⁷Adapted with permission from the Department of Women’s Studies, Ohio State University; adapted from The Department of Instructional Development and Research, 1991, University of Washington, Seattle.

⁴⁸Adapted with permission from Janin Hadlaw and Christopher Armstrong, Centre for Teaching & Learning Services, Concordia University and Campus Instructional Consulting, Indiana University; adapted from Perry and Birdine, 1996.

⁴⁹Adapted with permission from the Department of Philosophy, Carnegie Mellon University.

⁵⁰Reprinted with permission from Allyson Hadwin and Susan Wilcox, Instructional Development, Queens University.

⁵¹Reprinted with permission from the Teaching Assistant Program, Michigan State University.

⁵²Adapted with permission from the Engineering Learning Center, College of Engineering, University of Wisconsin-Madison.

⁵³Reprinted with permission, Campus Instructional Consulting, Indiana University.

⁵⁴Adapted with permission from the Engineering Learning Center, College of Engineering, University of Wisconsin-Madison.

⁵⁵Adapted with permission from Shari Saunders and Diana Kardia, Center for Research on Learning and Teaching, University of Michigan.

⁵⁶Adapted with permission from the Center for Research on Learning and Teaching, University of Michigan; written by Robert Cooper.

⁵⁷Reprinted with permission from Professor Rosalind Streichler, Center for Teaching Development, University of California-San Diego.

⁵⁸Reprinted with permission, B. Black, M. Gach, and N. Kotzian, Center for Research on Learning and Teaching, University of Michigan.

⁵⁹Reprinted with permission, B. Black, M. Gach, and N. Kotzian, Center for Research on Learning and Teaching, University of Michigan.

⁶⁰Reprinted with permission, B. Black, M. Gach, and N. Kotzian, Center for Research on Learning and Teaching, University of Michigan.

⁶¹Reprinted with permission, B. Black, M. Gach, and N. Kotzian, Center for Research on Learning and Teaching, University of Michigan.

⁶²Reprinted with permission from Janin Hadlaw and Christopher Armstrong, Centre for Teaching & Learning Services, Concordia University.

⁶³Reprinted with permission, B. Black, M. Gach, and N. Kotzian, Center for Research on Learning and Teaching, University of Michigan.

⁶⁴By the CIRTL Diversity Team.

⁶⁵Reprinted with permission from ”Science Teaching Reconsidered: A Handbook” (© 1997) by the National Academy of Sciences, courtesy of the National Academies Press, Washington, DC.

⁶⁶Adapted with permission, Center for Teaching and Learning, University of North Carolina-Chapel Hill.

⁶⁷Reprinted with permission from L. Acitelli, B. Black & E. Axelson, Center for Research on Learning and Teaching, University of Michigan.

⁶⁸Adapted by Black & Axelson from Whimbey, A., and Lochhead, J. (1980). Problem Solving and Comprehension. Philadelphia: The Franklin Institute Press.

⁶⁹Reprinted with permission of John Wiley & Sons, Inc., from “Tools for Teaching” by B. G. Davis, Copyright (© 1993, John Wiley & Sons).

⁷⁰Adapted with permission from “Science Teaching Reconsidered: A Handbook” (© 1997) by the National Academy of Sciences, courtesy of the National Academies Press, Washington, DC.

⁷¹Reprinted with permission from “Science Teaching Reconsidered: A Handbook” (© 1997) by the National Academy of Sciences, courtesy of the National Academies Press, Washington, DC.

⁷²Reprinted with permission, Professor Deborah B. Mowshowitz, Department of Biological Sciences, Columbia University.

⁷³Adapted from the CIRTL web site (http://cirtl.net).

⁷⁴By K. Friedrich, based on an interview with Judith Burstyn, Professor of Chemistry and Pharmacology at the University of Wisconsin-Madison.

⁷⁵Drawn from the “Field-Tested Learning Assessment Guide” for science, math, engineering and technology instructors, published by the National Institute for Science Education.

⁷⁶Adapted with permission, Awareness of Teaching and Teaching Improvement Center, Temple University.

⁷⁷Adapted with permission of John Wiley & Sons, Inc., from “Tools for Teaching” by B. G. Davis, Copyright (© 1993, John Wiley & Sons).

⁷⁸Reprinted with permission from “Science Teaching Reconsidered: A Handbook” (© 1997) by the National Academy of Sciences, courtesy of the National Academies Press, Washington, DC.

⁷⁹By K. Friedrich.

⁸⁰Adapted with permission, Teaching Effectiveness Program, Academic Learning Services, University of Oregon.

⁸¹Reprinted with permission from Science Teaching Reconsidered: A Handbook (© 1997) by the National Academy of Sciences, courtesy of the National Academies Press, Washington, DC.

⁸²Adapted with permission, Awareness of Teaching and Teaching Improvement Center, Temple University.

⁸³Adapted with permission from L. Dee Fink, from Peter Seldin (Ed.) Improving College Teaching, © Anker Publishing Company, Inc.

⁸⁴Reprinted with permission from Antar Bandyopadlyay, Chalmers University of Technology; written while a graduate student instructor at the University of California-Berkeley, 2001.

⁸⁵Reprinted with permission from Dr. Jennifer Powell, Massachusetts General Hospital, Harvard; written while a graduate student instructor at the University of California-Berkeley, 2000.

⁸⁶Reprinted with permission from A. S. (Ed) Cheng, © 2001, Department of Mechanical Engineering, written while a graduate student instructor at the University of California, Berkeley, 2000.

⁸⁷Reprinted with permission from Assistant Professor Joel Thornton, Department of Atmospheric Sciences, University of Washington, Seattle; written while a graduate student instructor at the University of California, Berkeley, 1999.

⁸⁸Reprinted with permission from Alexander Kauffman, Department of Biochemistry and Molecular Genetics, University of Virginia, written while a graduate student instructor at the University of California, Berkeley, 1999.

⁸⁹Drawn from Murray Sperber, Professor Emeritus of English, Indiana University. Originally published in The Chronicle of Higher Education. Vol. 52, Iss. 3, pg. B20