Submit Feedback

Resource Book Home

Contents

Acknowledgements
Foreword
Using This Resource

I. Preparing to Teach
Planning a course
--Defining Instructional Objectives
--Teaching and Learning Styles: The   Academic Culture
--Choosing and Using Instructional   Materials
--Writing a Syllabus
--Syllabus Checklist
--Using the Syllabus in Class
--Summary of Course Planning
Addressing Students' Needs
--Importance of Knowing Your   Students
--Planning Considerations
--Getting to Know Your Students
--Students of Different Backgrounds
--Students with Disabilities
--Teaching Strategies: Non-Native   Speakers of English
--Creating a Learning Environment
--Dealing with Disruptive Behavior in   the Classroom
--Common Disruptive Student   Behaviors and Possible Responses
--Dealing with Apathetic Students
--Cultural Differences for International   Instructors
--Summary of Addressing Students’   Needs
Teaching Tips
--Organizing Class
--Ways to Be Accessible Outside the   Classroom
--Six Common Non-Facilitating   Teaching Behaviors
--Wireless in the Classroom: Advice   for Faculty
--Summary of Teaching Tips

II. Teaching Methods
The First Day of Class
--When the Class Meets You
--When You Meet the Class
--Diversity the Instructor Brings to the   Classroom
--Conversing with Students with   Disabilities
--Moving Forward
--Summary of the First Day of Class
Lecturing
--Strategies for Effective Learning
--Advantages and Disadvantages of   the Traditional Lecture Method
--Enhancing Learning in Large   Classes
--Chalkboard Technique
--Writing Assignments in the Lecture
--Engaging Women in Math and   Science Courses
--Formulating Effective Questions
--Summary of Lecturing
Discussion
--Brief Overview
--The “Nuts and Bolts” of Discussion
--Facilitating Discussion of Sensitive   Issues
--Encouraging Student Contributions
--Alternative Instructional Methods
--Potential Problems in Discussions
--Summary of Discussion
Expanding Teaching Strategies
--Practical Examples
--Show and Tell
--Case Studies
--Teaching with Case Studies
--Guided Design Projects
--Brainstorming
Group Work
--General Information about Using   Groups
--Group Work in an Introductory   Science Laboratory
Science Labs
--The Role of the Lab Instructor
--What Do the Students Need to   Know?
--The First Day
--Planning and Running a Laboratory
--Safety Procedures
--Summary of Science Labs
Teaching Outside the Classroom
--Tutoring
--Office Hours
--Teaching Students to Solve   Problems
--Advising and Extracurricular   Activities
--Summary of Teaching Outside the   Classroom
Overcoming Misconceptions
--Societal Attitudes and Science   Anxiety
--Misconceptions as Barriers to   Understanding Science
--Common Difficulties and   Misunderstandings

III. Teaching-as-Research
Assessing Student Performance
--Establishing Objectives for   Assessment
--Assessment Primer
--Formulating Effective Methods of   Assessment
--Helping Students Succeed on   Assignments and Exams
--The Why and How of Tests
--Grading Lab Reports, Problem Sets,   and Exam Questions
--Grading Checklist
--Grading Specific Activities
--Grading Writing
--Summary of Assessing Student   Performance
How to Evaluate Your Own Teaching
--Evaluating Your Own Teaching
--A Note on Teaching-as-Research

IV. Appendices
Inspirational Essays
--Mathematics: The Universal   Language of Science
--Transforming Quizzes into Teaching   and Learning Tools
--Teaching My Students to Fish
--Chemistry: The Other Foreign   Language
--Teaching to Different Modes of   Learning
--Notes from a Career in Teaching
Additional Resources
Websites
Graduate Assistant Handbook Outline
--Department- and Institution-Specific   Information
--18 Questions to Have Answered

Works Cited

Submit Feedback

Allen, D., & Tanner, K. (2002). Approaches to cell biology teaching: Questions about questions. Journal of Life Sciences Education, 1, 63-67. Retrieved May 14, 2007, from http://www.lifescied.org/cgi/content/full/1/3/63.

Altman, H., & Cashin, W. (1992). Writing a syllabus (Idea paper No. 27). New York: Kansas State University Center for Faculty Evaluation and Development.

Anderson, J. A., & Adams, M. (1992) Acknowledging the learning styles of diverse student populations. In L. Border & N. Chism, (Eds.), Teaching for diversity: new directions for teaching and learning. No. 49. (pp. 19-33). San Francisco, CA: Jossey-Bass.

Anderson, J. A. (1988). Cognitive styles and multicultural populations. Journal of Teacher Education, 39(1), 2-9.

Andrews, J. (1982). Teaching assistance: A handbook of teaching ideas. San Diego, CA: University of California-San Diego, TA Development Program.

Baxter-Magolda, M. (1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco, CA: Jossey-Bass.

Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1987). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books.
 
Berry, J. V. U., & Irvine, S. H. (Eds.). The benefits of close intercultural relationships. In Human assessment and cultural factors. Plenum Publishing Corporation, p.521-38.

Bligh, D., Ebrahim, G. J., Jacques, D., & Piper, D. W. (1975). Teaching students.
Devon, England: Exeter University, University Teaching Services.

Bochner, S. (Ed.) (1981). The mediating person: Bridges between cultures. Cambridge, MA: Schekman Publishing Co.

Border, L., & Chism, N. (Eds.) (1992). Teaching for diversity: New directions for teaching and learning. No. 49. San Francisco, CA: Jossey-Bass.

Boud, D. (Ed.) (1988). Developing student autonomy in learning. London, England: Kogan Page-Nichols.

Brislin, R. W. (1981). Cross-cultural encounters: Face-to-face interaction. Elmsford, New York: Pergamon Press.

Chadwick, N. (1989). Introduction to lab sections. In Learning to teach: A handbook for teaching assistants at U. C. Berkeley. (pp. 28-30). Berkeley, CA: University of California.

Claxton, S., & Murrell, P. H. (1987). Learning styles: Implications for improving
educational practices. ASHE-ERIC Higher Education Reports, No. 4. Washington, DC: Association for the Study of Higher Education.

Committee on Science, Engineering, and Public Policy. (2000). Enhancing the postdoctoral experience for scientists and engineers: A guide for postdoctoral scholars, advisers, institutions, funding organizations, and disciplinary societies. Washington, DC: National Academy Press.

Cones, J. H., Janha, D., & Noonan, J. F. (1983). Exploring racial assumptions with faculty. In J. H. Cones, J. F. Noonan, & D. Janha (Eds.), Teaching minority students. New directions for teaching and learning. No.16. San Francisco, CA: Jossey-Bass.

Day, R. S. (1980). Teaching from notes: Some cognitive consequences. In W. J. McKeachie, (Ed.) Learning, cognition, and college teaching. New directions for teaching and learning. No.2. San Francisco, CA: Jossey-Bass.

Diamond, R. (1991). Designing and improving courses and curricula in higher education. San Francisco, CA: Jossey-Bass. 

Duffy, K., & Jones, J. (1995). Stalking the superior syllabus. In K. Duffy & J. Jones, (Eds.) Teaching within the rhythms of the semester. San Francisco, CA: Jossey-Bass.

Entwhistle, N. J., & Ramsden, P. (1983). Understanding student learning. New York: Nichols.

Fleming, J. (1988). Blacks in college. San Francisco, CA: Jossey-Bass.

Gale, R. A., & Andrews, J. D. W. (1989). Teaching in the laboratory, a handbook for teaching assistants. San Diego, CA: Center for Teaching Development, University of California.

Gordon, E. W. (1991). Human diversity and pluralism. Educational Psychologist 26(2), 99-108.

Grasha, A. F. (1984). Learning styles: The journey from Greenwich Observatory (1796) to the college classroom. Improving college and university teaching 38(3), 46-53.

Green, M. F. (Ed.) (1989). Minorities on campus: A handbook for enhancing diversity. Washington, DC: American Council of Education.

Gronlund, N. E. (1991). How to write and use instructional objectives. (4th ed.) New York, NY: Macmillan Publishing Co.

Hall, E. T. (1983). The dance of life. Garden City, NY: Anchor Press.

Hall, E. T. (1976). Beyond culture. Garden City, NY: Anchor Press.

Hall, E. T. (1969). The hidden dimension. Garden City, NY: Anchor Press.

Hall, E. T. (1959). The silent language. Garden City, NY: Anchor Press.

Hall, R. M., & Sandler, B. R. (1982). The classroom climate: A chilly one for women? Washington, DC: Association of American Colleges.

Harris, M. (1993). Motivating with the course syllabus. The National Teaching and Learning Forum, 3(1), 1-2.

Harvard Education Review 58(3) (1988). Special Issue devoted to race and education.

Hofstede, G. (1986). Cultural differences in teaching and learning. International
Journal of Intercultural Relations, 10: 301-20.

Jacobs, L. C., & Chase, C. I. (1992). Developing and using tests effectively: A guide for faculty. San Francisco, CA: Jossey-Bass.

Jaques, D. (2000). Learning in groups. London: Falmer.

Kolb, D. (1981). Learning styles and disciplinary differences. In A. Chickering &
Assoc., (Eds.) The modern American college. San Francisco, CA: Jossey-Bass.

Kolb, D. A. (1984). Experiential learning: Experience as a source of learning and
development. Englewood Cliffs, NJ: Prentice-Hall.

Laboratory safety: Practices for progress. (1990). Occupational safety and environmental Health. The University of Michigan.

Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco: Jossey Bass.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Education Research Journal, 35, 465-491.

Levine, A., & Associates. (1990). Shaping higher education’s future. San Francisco, CA: Jossey- Bass.

McKeachie, W. J. (1980). Learning, cognition and college teaching. San Francisco, CA: Jossey-Bass.

Menges, R., & Svinicki, M. (Eds.) (1991). College teaching: From theory to practice. New directions for teaching and learning, No. 45. San Francisco, CA: Jossey-Bass.

Minter, M. (1986). Course teaching: Course goals and objectives. Dearborn, MI: University of Michigan-Dearborn, Michigan College’s Consortium for Faculty Development.

Ory, J. C., & Ryan, K. E. (1993). Tips for improving testing and grading. Newbury Park, CA: Sage Publications.

Ouellet, F. (Ed.) (1988). Pluralisme et ecole: Jalons pour une approche critique de la formation interculturelle des educateurs. Quebec Institut Quebecois de Recherche sur la Culture.

Perry, T., Steele, C., & Hilliard, A. G. III. (2003). Young, gifted, and black: Promoting high achievement among African-American students. Boston, MA: Beacon Press.

Perry, W. (1970). Forms of intellectual and ethical development in the college years. New York, NY: Holt, Rinehart, & Winston.

Ramsey, P., & Taylor, D. (1986). Teaching and learning in a diverse world. New York, NY: Teachers College Press.

Sadker, M., & Sadker, D. (1990). Confronting sexism in the college classroom. In S. L. Gabriel & I. Smithson (Eds.), Gender in the classroom: Power and pedagogy. Urbana, IL: University of Illinois Press.

Sadker, M., & Sadker, D. (1992). Ensuring equitable participation in college classes. In L. L. B. Border & N. V. N. Chism (Eds.), Teaching for diversity. New directions for teaching and learning. No. 49. San Francisco, CA: Jossey-Bass.

Samovar, L., & Porter, R. (1991). Intercultural communications: A reader.
Belmont, CA: Wadsworth Publishing Co.

Sandler, B. (n.d.). The chilly climate: How men and women are treated differently in classrooms and at work. Retrieved August 5, 2004, from http://www.bernicesandler.com/id4.htm.

Sedlacek, W. E. (1983). Teaching minority students. In J. H. Cones, J. F. Noonan, & D. Janha, (Eds.) Teaching minority students. San Francisco, CA: Jossey-Bass.

Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press.

Smith, D. G. (1989). The challenge of diversity: Involvement or alienation in the academy? Report No. 5. Washington, DC: School of Education and Human Development, The George Washington University.

Smith, E. C., & Luce, L. F. (Eds.) (1979). Towards internationalism: Readings in
cross-cultural communications. Rowley, MA: Newbury House Publishers Inc.

Solomon, B. B. (1991). Impediments to teaching a culturally diverse undergraduate population. In J. D. Nyquist, R. D. Abbott, D. H. Wulff, & J. Sprague (Eds.), Preparing the professoriate of tomorrow to teach: Selected readings for TA training. Dubuque, IA: Kendall/Hunt Publishing.

Trombulak, S. C. (1988). Reference manual for teaching assistants in life science laboratories. Center for Instructional Development and Research, University of Washington.

Witkin, H. A., & Moore, C. A. (1975). Field-dependent and field-independent cognitive learning styles and their educational implications. Princeton, NJ: Educational Testing Service.

Woolbright, C. (Ed.) (1989). Valuing diversity on campus: A multicultural approach.