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Teaching Tips for College and University Instructors : A Practical Guide

by
Edition:
1st
ISBN13:

9780205298396

ISBN10:
0205298397
Format:
Paperback
Pub. Date:
10/6/2000
Publisher(s):
Pearson
List Price: $61.00

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Summary

Teaching Tips for College and University Instructors is a useful manual, a practical guide for the newest classroom teachers in higher education that provides down-to-earth advice for new assistant professors, teaching assistants, adjuncts, and doctoral students.This book provides a wealth of suggestions, techniques, and ideas for the novice instructor. It does not promote a particular teaching style or theoretical orientation, but draws upon recent research findings and years of experience in "the trenches" of higher education. There are helpful hints on such topics as writing the syllabus, how to handle complaints about "unfair" test questions and grades, how to prevent cheating, improving teaching performance, use of active learning techniques, and more effective lecturing. Using short "mini" essays and chapters, the whole spectrum of teaching at the post-secondary level is covered from the instructor's first day jitters to preparing a tenure portfolio.For new assistant professors, teaching assistants, adjuncts, doctoral students, and experienced college faculty.

Table of Contents

Preface xiii
Contributors xvii
The Mental Groundwork
1(24)
How Do You View Yourself as a Educator?
2(2)
Developing a Philosophy of Teaching
4(5)
What Research Says about Effective Teaching
9(4)
Respecting Differences: Diversity in the Classroom
13(5)
Suggestions for Inclusive Teaching
17(1)
Graduate versus Undergraduate Teaching
18(2)
Common Anxieties of Beginning Instructors
20(3)
References and Resources
23(1)
Endnote
24(1)
Basic Course Components
25(30)
Constructing the Syllabus
25(2)
The Basics: What Needs to Be in a Syllabus
27(5)
Departing from the Syllabus
32(2)
Selecting a Text
34(3)
Problems to Avoid
37(2)
Weighting Tests, Assignments, and Participation/Attendance
39(2)
Assignments as Pedagogical Tools
41(3)
Critical Thinking
44(2)
Techniques for Developing Critical Thinking
46(1)
Assignments: How Much Is Too Much, Too Little?
47(2)
Do I Have to Read Every Sentence?
49(1)
Should Spelling and Grammatical Errors Be Overlooked?
50(1)
What Student Presentations Could and Should Accomplish
51(2)
References and Resources
53(1)
Endnotes
53(2)
Classroom Strategies
55(22)
The First Class Meeting
55(3)
Judging How Much Material to Prepare
58(1)
Ice-Breakers and Warm-Ups
58(2)
Dynamic Lecturing
60(3)
Active Learning Strategies
63(2)
Why Use Active Learning Techniques?
65(1)
Active Learning Techniques You Can Use
66(3)
``Growing'' Classroom Discussion
69(3)
Team Teaching
72(2)
Guest Lecturers
74(1)
References and Resources
75(2)
Small Groups, Peer Learning, and Role-Playing
77(18)
The Pedagogical Value of Small Groups
78(1)
Cooperative Learning
79(1)
Collaborative Learning
80(1)
Common Fears about Small Groups
81(2)
Employing Small Groups Effectively
83(1)
Team Learning
83(1)
Tips for Using Team Learning Approaches
84(3)
Grading Cooperative Learning Projects
87(1)
Peer-Assisted Learning
87(4)
Role-Playing
91(1)
References and Resources
91(4)
Teaching the Large Lecture Class
95(26)
Jonathan Golding
Who Should Teach a Large Lecture Course?
98(1)
How Do You Plan for a Large Course?
98(4)
Day-to-Day Management
102(4)
Keeping Order in a Large Class
106(4)
How Do You Get to Know Your Students?
110(2)
How Does Testing Change in a Large Lecture Class?
112(5)
Should Quizzes and Homework Be Given?
117(1)
How Should Teaching Assistants Be Used?
118(1)
Is It All Worth It?
119(1)
References and Resources
119(2)
Teaching Students How to Learn
121(14)
Cate Pearson
David Royse
Engaging the Would-Be Learner
122(2)
Teaching Note-Taking Skills
124(3)
Teaching Reading Skills
127(1)
Teaching Students How to Prepare for Tests
128(4)
Teaching Students How to Take Tests
132(2)
References and Resources
134(1)
Experiential Learning
135(8)
What Is Experimential Learning?
135(3)
Service Learning
138(3)
References and Resources
141(2)
Use of Instructional Technology
143(20)
The Electronic Classroom
144(1)
Why Universities Are Interested in Distance Learning
145(2)
Advantages of Internet Instruction
147(1)
Disadvantages and Considerations in Teaching via the Internet
148(5)
Tips for Teaching on the Internet
153(3)
Television-Based Instruction
156(4)
Tips for Teaching on Television
160(1)
References and Resources
161(2)
Examinations
163(20)
What Do You Want Your Exams to Accomplish?
163(2)
The ``Pop'' Quiz
165(1)
The Essay Exam
166(4)
Writing Multiple-Choice Test Items
170(2)
Writing True-False Items
172(1)
Writing Short-Answer Items
173(1)
Improving Your Tests with Item Analysis
174(2)
The Test Taker's Bill of Rights
176(1)
Handling Student Complaints about ``Unfair'' Tests and Test Questions
177(1)
Letting Students Keep Their Tests: Pros and Cons
178(1)
Missed Tests
179(1)
Examination Smorgasbord
180(1)
References and Resources
181(2)
Grading
183(29)
Bradford W. Sheafor
Brandon A. Sheafor
Who Is Concerned about Grades?
186(4)
Students
186(1)
Instructors
187(1)
Parents
188(1)
Colleges and Universities
188(1)
The General Public
189(1)
Dealing with Grade Inflation
190(1)
Selecting a Grading Philosophy and Approach
191(5)
The ``Hold Them Accountable'' School
192(1)
The ``Make Them Fit a Curve'' School
193(2)
The ``Everybody Should Make an A'' School
195(1)
The ``Negotiated Grade'' School
196(1)
Applying a Grading Philosophy
196(1)
Issues in Assigning Grades
197(7)
Incorporating Student Self-Evaluations
198(1)
Grading Group Projects
198(2)
Grading Oral Reports
200(1)
Grading Laboratory Work
201(2)
Grading Individualized Learning Experiences
203(1)
Addressing Effort and Improvement
204(1)
Constructing a Grading System
205(2)
Changing Grades
207(2)
References and Resources
209(3)
Managing Problem Situations
212(22)
The Noisy Classroom
213(1)
The Talkative and Rude Student
214(1)
Lies, Damn Lies, and Diabetic Cats
214(3)
Students Who Need Special Assistance
217(2)
Motivating Students
219(3)
Rip Van Winkle and Sleeping Beauty
222(2)
``Danger, Danger, Will Robinson'': When There's Sexual Interest
224(2)
The Instructor as Therapist and Money Lender
226(3)
The Angry and Hostile Student
229(1)
Students Who Stalk
230(3)
References and Resources
233(1)
Cheating---What You Need to Know
234(13)
Prevalence of Cheating
234(1)
Factors Underlying Student Cheating
235(1)
The Ways Students Cheat on Tests
236(6)
Suggestions for Minimizing Cheating on Tests
238(4)
Plagiarism
242(3)
Suggestions for Minimizing Plagiarism
243(2)
References and Resources
245(2)
Humor in the Classroom
247(7)
The Classroom Devoid of Humor
247(1)
A Taxonomy of Humor
248(1)
Self-Deprecating Humor
249(1)
Ethnicity, Gender, and Politically Incorrect Jokes
250(1)
Sarcasm
251(1)
What to Do When Someone Takes Offense
252(1)
Humor Resources
253(1)
References and Resources
253(1)
Improving Teaching Performance
254(27)
Julie Vargas
Student Ratings of Instruction
256(2)
Drawbacks of Student Ratings for Improving Teaching
258(2)
Using Student Ratings Constructively
260(2)
Other Indirect Sources of Information for Improving Teaching
262(5)
Videotaping Your Teaching
262(1)
Critiques by Colleagues or Supervisors
263(2)
Seminars and Workshops on Improving Teaching
265(1)
Documenting Teaching Quality via a Teaching Portfolio or Dossier
265(2)
Improving Teaching through Feedback on Student Performance
267(1)
Feedback on Student Performance in the Large Lecture Class
268(7)
Lecture Fill-In Sheets with Quiz Items
269(1)
Response Cards and Electronic Devices
269(1)
Quizzes at the End of Lectures
270(1)
``No-Name'' Quizzes
271(1)
Temporary Pairs or Groups
272(1)
Short, Timed Exercises
272(1)
Pretest-Posttest Differences
273(1)
Quizzes over the World Wide Web
274(1)
E-mail and List Serves
275(1)
Bulletin Boards and Chat Rooms
275(1)
Feedback in the Smaller Class
275(2)
Follow-Up of Graduates
277(1)
Summary
277(1)
References and Resources
278(1)
Endnotes
279(2)
Teaching and the Tenure Track
281(27)
Juggling Research, Publications, and Teaching
281(2)
Time Management Tips
283(1)
Working Smart
284(2)
Suggestions for Increasing the Odds of Getting Published
286(2)
Political Mistakes
288(3)
The Rules for Surviving
291(1)
Seeking or Hiding from Committee Assignments
292(2)
Academic Advising
294(1)
Harassment
295(2)
Students as Research Subjects
297(2)
Building a Professional Portfolio
299(1)
Promotion and Tenure
300(1)
A Model for Developing Teaching Assistants
301(5)
Linda Worley
References and Resources
306(1)
Endnote
307(1)
Values and Ethics
308(15)
Dinah Anderson
Ethical Dilemmas: Choosing the ``Right Thing'' to Do
308(1)
When Does an Ethical Issue Become an Ethical Dilemma?
309(2)
Basic Respect
311(1)
The Power Differential
312(1)
Five Ethical Principles
312(2)
Absolutists and Relativists
314(1)
Examples of Ethical Dilemmas
314(6)
A Problem of Religion
315(1)
A Problem of Basic Humanity
315(1)
A Colleague's Malfeasance
316(1)
Keeping Promises---Implied and Stated
317(1)
Availability and Accessibility
318(1)
Dependability
318(1)
Timely and Thoughtful Feedback
318(1)
Self-Disclosure
318(1)
Teaching in Your Area of Competence
319(1)
Physical/Mental Fitness
319(1)
Teaching to Student Evaluations
319(1)
Nonacademic Counseling
320(1)
Confidentiality
320(1)
A Process for Ethical Decision Making
320(2)
References and Resources
322(1)
Have You Chosen the Right Career?
323(8)
Being Realistic
323(2)
Have You Chosen the Right Career?
325(5)
References and Resources
330(1)
Index 331


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