| |
| |
| |
| Beginnings | |
| |
| |
| On Being a Novice College Teacher | |
| |
| |
| The Bold Enterprise | |
| |
| |
| Apprehensions and Trepidations | |
| |
| |
| The It Factor--Help Students Understand What It Means to Be Educated | |
| |
| |
| Types of Appointments | |
| |
| |
| Finding Help for Your Teaching | |
| |
| |
| |
| Teaching Intentionally | |
| |
| |
| Success--Three Brief Tips | |
| |
| |
| Pedagogy | |
| |
| |
| Teacher-Centered to Student-Centered | |
| |
| |
| Teachers in Their Many Roles | |
| |
| |
| Critical Thinking | |
| |
| |
| Some Major Figures in Pedagogy | |
| |
| |
| Special Attention to Undergraduates | |
| |
| |
| Making Use of Technology | |
| |
| |
| |
| The First Day | |
| |
| |
| A Tone that Signals Community | |
| |
| |
| Authority in the Classroom | |
| |
| |
| Facilities and Their Modifications | |
| |
| |
| Your First Class--Instruction or Only Orientation | |
| |
| |
| Dealing with Anxiety | |
| |
| |
| Day One Arrives | |
| |
| |
| Employing Active Learning from the Start | |
| |
| |
| Messages to Students...Subtle and Bold | |
| |
| |
| Diversity, Diversity, Diversity | |
| |
| |
| Introducing Students to Your Discipline | |
| |
| |
| The Great Start--Yours | |
| |
| |
| |
| Creating A Syllabus | |
| |
| |
| Syllabus or Course Guidelines--Which Works for You? | |
| |
| |
| Your Course���s Clock | |
| |
| |
| Constructing a Syllabus | |
| |
| |
| |
| Pausing to Assess and Refresh | |
| |
| |
| Finding Out What Your Students Know--and Helping Them Change Their Minds | |
| |
| |
| Classroom Assessments | |
| |
| |
| |
| Students--What They Expect & What You Might Expect | |
| |
| |
| Student Constituents--Gender, Race, Ethnicity, Religion, Class, Age, Students with Disabilities, Athletes, and Celebrities | |
| |
| |
| Grade Inflation | |
| |
| |
| The Notion of Students as Customers | |
| |
| |
| Your Students��� Unasked Questions | |
| |
| |
| Preparing Your Students for Learning--Mnemonics and Beyond | |
| |
| |
| Mandatory Conferences | |
| |
| |
| Learning Styles | |
| |
| |
| |
| Preparation for Discussions | |
| |
| |
| One Hundred Percent Participation | |
| |
| |
| Creating Guidelines with Students | |
| |
| |
| A Safe Environment | |
| |
| |
| Learning Names--Everyone���s Task | |
| |
| |
| Who Speaks and Who Doesn���t, and Who Talks Too Much | |
| |
| |
| Difficult or ChallengingTopics: Taboos, Personal Values, and Hurt or Angry Feelings | |
| |
| |
| Humor | |
| |
| |
| Laughing at Others--Be Prepared | |
| |
| |
| Preparing Content | |
| |
| |
| Session Goals | |
| |
| |
| Using PowerPoint | |
| |
| |
| |
| Facilitating Discussions | |
| |
| |
| Texts, Problems, Evidence | |
| |
| |
| Relying on Homework | |
| |
| |
| What You Should Know About How Well Students Read | |
| |
| |
| Using the Board | |
| |
| |
| Video Clips and Films | |
| |
| |
| Using Computer Displays and Overheads | |
| |
| |
| Some Formats to Jump-Start Discussions | |
| |
| |
| Time-Outs for Sluggish Sessions | |
| |
| |
| Discussions Gone Wild | |
| |
| |
| Dealing with Un(der)Prepared Classes | |
| |
| |
| |
| Planning Assignments | |
| |
| |
| Your Opportunities for Creating Assignments | |
| |
| |
| The Mechanics of Planning | |
| |
| |
| Papers, Real or Cyber | |
| |
| |
| Exercise vs. Display | |
| |
| |
| Motivation | |
| |
| |
| Repetition | |
| |
| |
| Carrots and Sticks--Getting Students to Do Their Homework | |
| |
| |
| |
| When Students Write--Considerations and Assignment Ideas | |
| |
| |
| Writing--The Emotional Side | |
| |
| |
| Assignment Ideas | |
| |
| |
| Term Papers and Their Alternatives | |
| |
| |
| |
| Group Work and Presentations | |
| |
| |
| Using Groups in Your Classes | |
| |
| |
| Gender and Race in Small Groups | |
| |
| |
| Long-Term Projects | |
| |
| |
| Optimizing Group Activities | |
| |
| |
| Pitfalls Group Projects | |
| |
| |
| Helping Students Give Successful Presentations | |
| |
| |
| |
| Fraud, Cheating, Plagiarism, and Some Assignments That Discourage It | |
| |
| |
| Fraud in Higher Education | |
| |
| |
| Cheating | |
| |
| |
| Plagiarism and Assignments that Discourage It | |
| |
| |
| Dealing with Students Who Cheat or Plagiarize | |
| |
| |
| |
| Grading | |
| |
| |
| Institutional Requirements | |
| |
| |
| Two Mandates of Grading | |
| |
| |
| Learning Outcomes | |
| |
| |
| Rubrics | |
| |
| |
| Test Construction | |
| |
| |
| Improvement as a Factor | |
| |
| |
| Non-native English Speakers and Others with Writing Problems | |
| |
| |
| Weighting Grades | |
| |
| |
| Gate-Keeping Knowledge | |
| |
| |
| Extra Credit | |
| |
| |
| Grading Attendance | |
| |
| |
| Keeping Track of Participation | |
| |
| |
| Assessing of Public Speaking | |
| |
| |
| Grading Group Presentations | |
| |
| |
| Efficient Grading | |
| |
| |
| Making Use of Technology | |
| |
| |
| Grade Complaints | |
| |
| |
| Student Evaluations of You | |
| |
| |
| |
| Making the Most of Your Teaching Time and Planning for Your Future | |
| |
| |
| Teaching Portfolios | |
| |
| |
| Papers and Poster Sessions, Awards, and More | |
| |
| |
| Translating Teaching Experiences into a Career Other Than Teaching | |
| |
| |
| Resume or Curriculum Vitae | |
| |
| |
| Index | |