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