Preface | p. xvii |
A Special Preface for Teaching Assistants and Graduate Student Instructors | p. xxi |
Getting Started | p. 1 |
Introduction | p. 2 |
The College or University Culture | p. 3 |
Research Versus Teaching? | p. 5 |
Teaching as Scholarship | p. 5 |
In Conclusion | p. 6 |
Countdown for Course Preparation | p. 9 |
Time: Three Months Before the First Class | p. 9 |
Write Objectives, Goals, or Outcomes | p. 9 |
What Goals? | p. 11 |
Order Textbooks or Other Resources Students May Need | p. 12 |
Choosing a Text or Reading Materials | p. 13 |
Time: Two Months Before the First Class | p. 15 |
Begin Drafting a Syllabus for the Course | p. 15 |
Time: One Month Before the First Class | p. 17 |
Begin Preparing Lesson Plans | p. 17 |
Plan for Out-of-Class Learning | p. 18 |
Choose Appropriate Teaching Methods | p. 18 |
Select Appropriate Technology | p. 19 |
Time: Two Weeks Before the First Class | p. 19 |
Time: One Week Before the First Class | p. 19 |
Meeting a Class for the First Time | p. 21 |
Breaking the Ice | p. 22 |
Problem Posting | p. 24 |
Introducing the Syllabus | p. 24 |
Testing, Grading, and Fairness | p. 25 |
Introducing the Textbook | p. 26 |
Assessing Prior Knowledge | p. 26 |
Questions | p. 27 |
What About Subject Matter? | p. 27 |
In Conclusion | p. 28 |
Basic Skills for Facilitating Student Learning | p. 29 |
Facilitating Discussion: Posing Problems, Listening, Questioning | p. 30 |
A Little Bit of Theory | p. 31 |
Problems in Teaching by Discussion | p. 31 |
Starting Discussion | p. 32 |
Starting Discussion with a Common Experience | p. 32 |
Starting Discussion with a Controversy | p. 32 |
Starting Discussion with Questions | p. 34 |
Starting Discussion with a Problem or Case Using Developmental Discussion | p. 36 |
Stages of Developmental Discussion | p. 37 |
Breaking a Problem into Subproblems | p. 37 |
Socratic Discussion | p. 38 |
Barriers to Discussion | p. 40 |
What Can I Do About Nonparticipants? | p. 41 |
Buzz Groups--Peer Learning | p. 44 |
The Inner Circle or Fishbowl | p. 44 |
The Discussion Monopolizer | p. 45 |
How Can We Have a Discussion If the Students Haven't Read the Assignment? | p. 45 |
Handling Arguments and Emotional Reactions | p. 46 |
The Two-Column Method | p. 47 |
Emotional Reactions | p. 48 |
Teaching Students How to Learn Through Discussion | p. 49 |
Taking Minutes or Notes, Summarizing | p. 50 |
Online Discussions | p. 50 |
In Conclusion | p. 51 |
How to Make Lectures More Effective | p. 52 |
Research on the Effectiveness of Lectures | p. 52 |
What Are Lectures Good For? | p. 53 |
A Little Bit of Theory | p. 54 |
Planning Lectures | p. 55 |
Preparing Your Lecture Notes | p. 56 |
Organization of Lectures | p. 57 |
The Introduction | p. 58 |
The Body of the Lecture | p. 59 |
How Can Lectures Be Improved? | p. 62 |
Attention | p. 62 |
What Can Be Done to Get Attention? | p. 63 |
Teaching Students How to Be Better Listeners | p. 64 |
How Do Students Process the Content of a Lecture? | p. 64 |
Should Students Take Notes? | p. 65 |
How to Get Students Actively Thinking in a Lecture Situation | p. 67 |
Distribution of Lecture and Discussion Time | p. 68 |
In Conclusion | p. 68 |
Assessing, Testing, and Evaluating: Grading Is Not the Most Important Function | p. 70 |
Reducing Student Frustration and Aggression | p. 71 |
Planning Methods of Testing and Assessment | p. 72 |
When to Test | p. 74 |
Test Construction | p. 74 |
Choosing the Type of Question | p. 75 |
How Many Questions Should I Use? | p. 80 |
Instructions to the Students | p. 80 |
Helping Students Become Test-wise | p. 81 |
Taking Multiple-Choice Tests | p. 81 |
Taking Essay Tests | p. 82 |
Why Teach Test Taking? | p. 83 |
Administering the Test | p. 83 |
After the Test | p. 84 |
Grading Essay Questions | p. 84 |
Helping Students Learn from the Test | p. 86 |
Helping Yourself Learn from the Test | p. 87 |
Grading "on the Curve": Don't Do It! | p. 87 |
Returning Test Papers | p. 88 |
Dealing with an Aggrieved Student | p. 89 |
What Do You Do About the Student Who Missed the Test? | p. 90 |
Other Methods of Assessing Learning | p. 91 |
Performance Assessment (Authentic Assessment) | p. 91 |
Graphic Representations of Concepts | p. 91 |
Journals, Research Papers, and Annotated Bibliographies | p. 92 |
Portfolios | p. 92 |
Peer Assessment | p. 94 |
Assessing Group Work | p. 94 |
Classroom Assessment | p. 95 |
In Conclusion | p. 95 |
What to Do About Cheating | p. 97 |
How Do Students Cheat? | p. 97 |
Preventing Cheating | p. 98 |
Plagiarism | p. 100 |
Handling Cheating | p. 100 |
In Conclusion | p. 102 |
The ABC's of Assigning Grades | p. 103 |
Do Grades Provide Information Useful for Decision Making? | p. 105 |
Contract Grading | p. 107 |
Competency-based Grading | p. 107 |
Assigning Grades | p. 109 |
Grading on the Curve: A Mild Reprise | p. 110 |
What About the Student Who Wants a Grade Changed? | p. 111 |
Relevant Research | p. 113 |
In Conclusion | p. 114 |
Understanding Students | p. 117 |
Motivation in the College Classroom | p. 118 |
Motivation Theory | p. 119 |
Autonomy and Self-Determination | p. 119 |
Intrinsic and Extrinsic Motivation | p. 120 |
Expectancy x Value Theory | p. 121 |
Mastery Versus Performance Goals | p. 122 |
Attribution Theory | p. 123 |
Social Goals and Social Motivation | p. 123 |
Putting Motivation Theory into Practice | p. 124 |
In Conclusion | p. 126 |
Valuing Student Differences | p. 128 |
Feeling Welcome in the Classroom | p. 133 |
Feeling Welcome Through the Curriculum | p. 135 |
Being Treated as an Individual | p. 137 |
Full Participation in Learning | p. 139 |
Learning Style Dimensions of Full Participation | p. 140 |
Physical and Learning Disabilities | p. 142 |
Age Differences | p. 143 |
Increasing Opportunities for Full Participation | p. 143 |
Increasing Motivation | p. 144 |
Being Treated Fairly | p. 145 |
In Conclusion | p. 146 |
Problem Students (There's Almost Always at Least One!) | p. 148 |
Angry, Aggressive, Challenging Students | p. 149 |
Attention Seekers and Students Who Dominate Discussions | p. 151 |
Inattentive Students | p. 152 |
Unprepared Students | p. 153 |
The Flatterer, Disciple, Con Man (or Woman) | p. 154 |
Discouraged, Ready-to-Give-Up Students | p. 155 |
Students Who Are Struggling | p. 156 |
Students with Excuses | p. 156 |
Students Who Want the TRUTH and Students Who Believe That Everything Is Relative | p. 157 |
Students with Emotional Reactions to Sensitive Topics | p. 158 |
In Conclusion | p. 159 |
Counseling, Advising, and Educating | p. 161 |
Counseling | p. 161 |
E-Mail | p. 163 |
Advising and Program Planning | p. 163 |
Dealing with Psychological Problems | p. 164 |
Potential Suicides | p. 165 |
Individualized Teaching and Mentoring | p. 165 |
In Conclusion | p. 167 |
Adding to Your Repertoire of Skills and Strategies for Facilitating Active Learning | p. 169 |
Teaching Students to Learn Through Writing: Journals, Papers, and Reports | p. 170 |
A Little Theory | p. 170 |
Low-Stakes Writing | p. 171 |
The Student Log or Journal | p. 171 |
The Paper That Counts Toward a Grade | p. 172 |
Dealing with Plagiarism | p. 174 |
Other Possibilities for Writing Assignments | p. 175 |
Teaching Writing, Giving Feedback, and Correcting Papers | p. 175 |
What to Do When a Paper Is to Be Graded | p. 177 |
What About Deadlines and Students Who Miss Them? | p. 179 |
Portfolios | p. 179 |
In Conclusion | p. 179 |
Reading as Active Learning | p. 181 |
Textbooks | p. 181 |
How Do You Get Students to Do the Assigned Reading? | p. 182 |
Research on Learning from Reading | p. 183 |
Teaching Students to Learn More from Reading | p. 184 |
In Conclusion | p. 185 |
Active Learning: Cooperative, Collaborative, and Peer Learning | p. 187 |
Peer Learning and Teaching | p. 188 |
Student-led Discussions | p. 189 |
How to Use Student-led Discussions | p. 189 |
Peer Tutoring | p. 190 |
The Learning Cell | p. 190 |
Team Learning: Syndicate and Jigsaw | p. 191 |
Student Characteristics and Peer Learning | p. 192 |
Why Does Peer Learning Work? | p. 193 |
In Conclusion | p. 194 |
Problem-based Learning: Teaching with Cases, Simulations, and Games | p. 196 |
Problem-based Learning | p. 196 |
The Case Method | p. 198 |
Finding the Right Cases | p. 199 |
Tips for Teaching with Cases | p. 199 |
Games and Simulations | p. 200 |
In Conclusion | p. 202 |
Technology and Teaching | p. 204 |
How Will Technology Enhance Teaching and Learning? | p. 204 |
Teaching with Technology | p. 206 |
Course Content | p. 206 |
The Instructor | p. 209 |
Students | p. 211 |
Technology Tools | p. 213 |
What Are the Effects of Technology on Teaching? | p. 220 |
In Conclusion | p. 221 |
Skills for Use in Other Teaching Situations | p. 225 |
Teaching Large Classes (You Can Still Get Active Learning!) | p. 226 |
Facilitating Active Learning | p. 227 |
Encouraging Student Writing in Large Classes | p. 227 |
Other Ways to Maintain Student Involvement | p. 228 |
Student Anonymity | p. 230 |
Giving Tests in Large Classes | p. 231 |
Outside Reading | p. 232 |
Coordinating Multisection Courses | p. 232 |
Training and Supervising Teaching Assistants | p. 233 |
In Conclusion | p. 234 |
Laboratory Instruction: Ensuring an Active Learning Experience | p. 235 |
Laboratory Instruction Styles | p. 236 |
Expository Instruction | p. 236 |
Inquiry Instruction | p. 237 |
Discovery Instruction | p. 237 |
Problem-based Learning | p. 238 |
Turning Novice Researchers into Practicing Scientists | p. 240 |
Link to Cognitive Development | p. 242 |
What Research Says | p. 243 |
In Conclusion | p. 243 |
Facilitating Experiential Learning: Service Learning, Fieldwork, and Collaborative Research | p. 245 |
Experiential Learning | p. 246 |
What Are the Goals of Experiential Learning? | p. 246 |
Are These Goals Achieved? | p. 247 |
How Can We Get Better Outcomes from Experiential Learning? | p. 247 |
In Conclusion | p. 249 |
Using Project Methods, Independent Study, and One-on-One Teaching | p. 250 |
The Project Method | p. 251 |
Small-Group Independent Study | p. 252 |
Research on Variations in Amount of Classroom Time | p. 252 |
Time in Class | p. 254 |
Senior Projects | p. 254 |
One-on-One Teaching | p. 255 |
In Conclusion | p. 257 |
Teaching by Distance Education | p. 258 |
Sketching Out the Shape of a Course | p. 259 |
Developing a Teaching Narrative | p. 264 |
Making the Course Manageable | p. 265 |
In Conclusion | p. 266 |
Teaching for Higher-Level Goals | p. 269 |
Teaching Students How to Learn | p. 270 |
The Importance of Goals and Self-Reflection | p. 271 |
Increasing Students' Self-Awareness | p. 272 |
Using Existing Knowledge to Learn New Things | p. 273 |
Teaching Domain-specific and Course-specific Strategies | p. 274 |
Methods for Checking Understanding | p. 278 |
Knowing How to Learn Is Not Enough--Students Must Also Want to Learn | p. 279 |
Putting It All Together--Executive Control Processes in Strategic Learning | p. 281 |
In Conclusion | p. 282 |
Teaching Thinking | p. 284 |
Setting Goals for Thinking | p. 285 |
Improving Thinking Quality | p. 288 |
In Conclusion | p. 289 |
Teaching Values: Should We? Can We? | p. 291 |
Should We? | p. 292 |
Can We? | p. 293 |
What Values Should We Teach? | p. 294 |
How Can We Teach Values? | p. 298 |
Modeling Values | p. 299 |
Service Learning | p. 299 |
Dealing with Alternative Views | p. 300 |
What Kinds of Teaching Methods Should We Use? | p. 301 |
The Teacher as a Person | p. 302 |
In Conclusion | p. 303 |
Lifelong Learning for the Teacher | p. 305 |
Ethics in College Teaching | p. 306 |
Responsibilities to Students | p. 309 |
To Encourage the Free Pursuit of Learning | p. 310 |
To Demonstrate Respect for Students | p. 311 |
To Respect Confidentiality | p. 312 |
To Model the Best Scholarly and Ethical Standards | p. 313 |
To Foster Honest Academic Conduct and to Ensure Fair Evaluation | p. 313 |
To Avoid Exploitation, Harassment, or Discrimination | p. 314 |
Responsibilities to Colleagues, the Institution and the Discipline | p. 316 |
Making Ethical Choices | p. 316 |
In Conclusion | p. 317 |
Vitality and Growth Throughout Your Teaching Career | p. 319 |
How Can You Develop Effective Skills and Strategies? | p. 321 |
Looking for New Ideas, New Methods, and Alternative Strategies for Handling Problems | p. 322 |
Reading | p. 322 |
Hearing, Discussing | p. 322 |
Seeing, Experiencing | p. 323 |
How Can You Get and Use Feedback to Continue to Improve Your Teaching? | p. 323 |
Feedback from Student Performance | p. 323 |
Feedback from Peers | p. 324 |
Feedback from Faculty Development Specialists | p. 325 |
Feedback from Students | p. 326 |
Keys to Improvement with Feedback from Students | p. 328 |
Consultation | p. 330 |
Classroom Assessment and Research | p. 331 |
Self-Evaluation | p. 331 |
In Conclusion | p. 332 |
References | p. 335 |
Index | p. 357 |
Table of Contents provided by Rittenhouse. All Rights Reserved. |