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| The Author | |
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| Preface | |
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| Laying the Groundwork for Student Learning | |
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| Understanding Your Students and How They Learn | |
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| Your Undergraduate Student Body Profile | |
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| How People Learn | |
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| How Structure Increases Learning | |
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| The Cognitive Development of Undergraduates | |
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| Encouraging Cognitive Growth | |
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| Teaching the Millennial Generation | |
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| The Adult Learner | |
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| Inclusive Instructing | |
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| The Challenge | |
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| Outcomes-Centered Course Design | |
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| Why Outcomes-Centered Course Design? | |
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| Writing Outcomes | |
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| Types of Learning Outcomes | |
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| Types of Cognitive Outcomes | |
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| Designing the Learning Process | |
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| Helpful Frameworks for Designing a Course | |
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| Showing Students Their Learning Process | |
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| Outcomes-Centered Course Development | |
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| The Complete Syllabus | |
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| Appropriate Syllabus Items | |
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| The Graphic Syllabus | |
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| The Online "Living Syllabus" | |
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| Getting Students to Read Your Syllabus | |
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| The Evolving Syllabus | |
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| Your First Day of Class | |
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| Before the First Class | |
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| First Impressions | |
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| Exchanging Information | |
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| Social Icebreakers Getting to Know You | |
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| Subject-Matter Icebreakers | |
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| Drawing Class to a Close | |
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| Motivating Your Students | |
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| What We Know About Motivation in Learning | |
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| Credible Theories of Motivation | |
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| Strategies for Motivating Students | |
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| Equity in the Classroom | |
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| Managing Your Courses | |
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| Copyright Guidelines for Instructors | |
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| Where Copyright Does and Does Not Apply | |
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| Common Copyright Misconceptions | |
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| Free Use Fair Use, Facts, and Public Domain | |
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| Printed Text | |
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| Visual Materials | |
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| In-Class Performances | |
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| Recording Broadcast Programming | |
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| Online/Electronic Materials and Distance Learning | |
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| Obtaining Permission or a License | |
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| How Copyright Violations Are Actually Handled | |
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| For Further and Future Reference | |
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| Preventing and Responding to Classroom Incivility | |
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| What Is Incivility? | |
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| Why the Increase? | |
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| Preventing Incivility Your Classroom Persona | |
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| Responding to Incivility | |
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| Seek Assistance | |
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| Preserving Academic Honesty | |
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| How Prevalent Is Cheating? | |
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| Who Cheats and Why? | |
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| Detecting Cheating | |
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| Preventing Cheating | |
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| Honor Codes | |
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| Changing Student Values | |
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| Making the Most of Office Hours | |
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| Getting Students to See You | |
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| Making the Time Productive | |
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| Student-Active Tutoring | |
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| Students in Academic or Emotional Trouble | |
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| Course Coordination Between Faculty and TAs | |
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| Before the Term Course Review and Role Specifications | |
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| During the Term Regular Meetings and Teaching Feedback | |
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| Extending Managing to Mentoring | |
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| Choosing and Using the Right Tools for Teaching and Learning | |
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| Matching Teaching Methods with Learning Outcomes | |
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| Types of Tools | |
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| Dangerous Knowledge? | |
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| Making the Lecture a Learning Experience | |
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| Purpose To Lecture or Not to Lecture? | |
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| Preparing an Effective Lecture | |
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| Delivering an Effective Lecture | |
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| Incorporating Student-Active Breaks The Interactive Lecture | |
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| Teaching Students to Take Good Notes | |
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| Making the Lecture Effective for Everyone | |
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| Leading Effective Discussions | |
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| When to Choose Discussion | |
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| How to Set the Stage for Discussion | |
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| How to Maximize Participation through Skillful Discussion Management | |
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| Questioning Techniques for Discussion and Assessment | |
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| Questioning as a Process of Inquiry | |
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| Typologies of Good Discussion Questions | |
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| Poor Questions for Discussion Purposes | |
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| Turning the Tables | |
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| Experiential Learning Activities | |
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| Student Presentation Formats | |
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| Role-Playing | |
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| Simulations and Games | |
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| Service-Learning The Real Thing | |
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| Learning in Groups | |
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| A Group by Any Other Name . . . | |
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| The Case for Group Work | |
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| Changing Methods, Changing Roles | |
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| The Setup and Management of Student Groups | |
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| Management Tips | |
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| Tried and True Group Learning Strategies | |
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| Preparing Students for Life | |
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| Writing-to-Learn Activities and Assignments | |
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| Free Writes | |
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| The One-Minute Paper | |
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| Journals | |
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| One-Sentence Summaries | |
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| Learning Logs | |
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| Dialectical Notes | |
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| Directed Paraphrasing | |
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| Letters, Memos, Notes, and Electronic Posts | |
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| Mock Tests | |
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| Drafts for Peer Feedback | |
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| Multiple Purposes | |
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| More Tools Teaching Real-World Problem Solving | |
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| Inquiry-Guided Learning | |
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| Definitions of Inquiry-Guided Learning | |
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| The Effectiveness of Inquiry-Guided Learning | |
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| Objects and Modes of Inquiry | |
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| Variations of Inquiry-Based Learning | |
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| The Case Method | |
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| The Effectiveness of the Case Method | |
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| The Appropriate Subject Matter | |
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| What Makes a Good Case | |
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| Types of Cases | |
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| Debriefing Cases | |
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| A Postscript for Pioneers | |
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| Problem-Based Learning (PBL) | |
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| How PBL Works | |
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| Good PBL Problems and Where to Find Them | |
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| The Effectiveness of PBL | |
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| What Students Think | |
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| Kudos for Creativity | |
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| Quantitative Reasoning and Problem Solving | |
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| Understanding Students' Problems with Problems | |
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| Modeling Expert Reasoning | |
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| Teaching the Steps of Problem Solving | |
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| Tutoring Students out of Bad Habits | |
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| Routinizing Peer Feedback | |
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| Making Problems More Real and Challenging | |
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| Using the Power of Group Learning | |
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| Accommodating New Methods to Traditional Settings | |
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| Problem Solving in the Sciences | |
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| Where Science Education Falls Short | |
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| How to Help Students Learn Science General Advice | |
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| How the Lecture Can Be Made into a Meaningful Learning Experience | |
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| How the Lab Can Be Made into a Meaningful Learning Experience | |
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| The Essentials of Lab Safety and Management | |
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| Why Science Education Is so Important | |
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| Making Learning Easier | |
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| Getting Students to Do the Readings | |
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| Why Students Don't Do the Readings | |
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| How We Can Equip and Induce Students to Do the Readings | |
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| Specific Tools for Holding Students Accountable | |
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| Managing Your Workload | |
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| Teaching Your Students to Think and Write in Your Discipline | |
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| Crossdisciplinary Commonalities | |
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| Teaching Critical Thinking Through the Discipline's Metacognitive Model | |
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| Metacognitive Differences Among Disciplines | |
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| Making Students Better Thinkers and Writers | |
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| Teaching Students to Write for Their Futures | |
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| The Many Worlds of Writing | |
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| Accommodating Different Learning Styles | |
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| Kolb's Learning Styles Model and Experiential Learning Theory (ELT) | |
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| Teaching to Kolb's Types | |
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| Fleming and Mills' Sensory-Based Learning Style Typology | |
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| Feldman and Silverman's Index of Learning Styles (ILS) | |
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| Parallels Across Learning Style Models | |
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| Multi-Sensory, Multi-Method Teaching Most Effective for All | |
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| Using Visuals to Teach | |
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| Ways That Visuals Enhance Learning | |
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| Types of Visuals for Learning | |
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| The Future of Visuals in Teaching and Learning | |
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| Using Instructional Technology Wisely | |
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| Reliable Low-Tech Tools for the Classroom | |
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| The Choice of High-Tech Alternatives | |
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| Learning Management Systems | |
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| Lecture-Related Software | |
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| Web Resources | |
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| Laptops in the Wireless Classroom | |
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| Web 2.0 Tools | |
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| Looking Ahead | |
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| Assessing Learning Outcomes | |
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| Assessing Student Learning in Progress | |
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| Classroom Assessment Techniques (CATs) | |
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| Formative Feedback | |
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| Student Portfolios | |
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| Extending Classroom Assessment to Classroom Research and the Scholarship of | |
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| Teaching and Learning | |
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| Constructing Summative Assessments | |
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| General Testing Guidelines | |
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| Objective Test Items | |
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| Constructed Response Instruments Essay Questions and Writing Assignments | |
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| Tests and Assignments The Ultimate Teaching Evaluations | |
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| Preparing Students for Tests | |
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| Test Preparation Measures | |
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| Anxiety Reduction Measures | |
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| What the Effort Is Worth | |
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| Grading Summative Assessments | |
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| The Meaning of Grades | |
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| Summative Assessments and Grading Systems | |
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| The Qualities of a Sound Grading System | |
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| Grading Constructed Responses and Papers | |
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| Grading Lab Reports | |
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| How to Grade Mechanics Quickly While Ensuring Students Learn Them | |
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| Contract Grading | |
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| Returning Students' Work | |
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| Helping Students Use Your Feedback to Improve | |
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| The Real Meaning and Limits of Grades | |
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| Evaluating and Documenting Teaching Effectiveness | |
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| Defining and Measuring Teaching Effectiveness | |
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| Student Evaluations | |
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| Peer, Administrative, and Self-Evaluations | |
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| Documenting Your Effectiveness | |
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| Comprehensive Approaches to Faculty Evaluation | |
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| Complex Beyond Measure | |
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| Appendix Instructional Support and Resources at Your Institution | |
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| References | |
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| Index | |