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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

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There are several strategies that facilitate student contributions to discussion. First, it is important to think about using classroom space wisely. For example, having the students sit in a circle may differentiate this setting from the lecture setting, as well as encourage the students to talk to each other and not just to you. Second, learning students’ names quickly helps establish rapport. The easiest way to learn students’ names is to take digital pictures and attach names to the faces. Third, set some ground rules for discussion, preferably with the help of students. Finally, it is important to strike a balance between encouraging students to contribute and providing corrective feedback.

Suggestions for rewarding student contributions:

• Talk directly to the student who contributes.
• Put student comments on the chalkboard/whiteboard.
• Make eye contact and use the student’s name.
• Listen carefully and ask follow up questions, then paraphrase the comments.
• Ask the student to restate complex or inaudible comments for the whole class, or do so yourself when necessary.
• Point out specifically what you thought was valuable in the contribution.
• If you see potential in a comment, ask the student for elaboration, application or continuation of the point.
• Incorporate student points in later material.
• Invite other students to add their reactions to build further on the original point. Be sure to include every student in the discussion.
• Comment on the thinking process the student has used, as well as the point the student made.
• If a comment is unclear or confused, help the student express his or her original intent.
• Use non-verbal messages to reward students for participating, regardless of the substance of their comments.

Suggestions for providing corrective feedback without discouraging students:

• Be clear about the difference between what is incorrect and what you disagree with.
• Before you disagree with or correct a student, restate the point to test your understanding.
• Admit your ignorance. If you don’t know something, say so. Refer the student to other sources or offer to get the information.
• When you criticize a comment, ask for reactions. This keeps a dialogue going and makes students less likely to withdraw.
• Be specific in both positive and negative comments.
• When making criticisms, explain your reasons.
• Encourage students to respond to each other’s ideas.
• Respond to discriminatory comments immediately, explaining why some individuals might find them offensive.
• Be sensitive to student pride and fears. In putting forward an idea, a student is also putting his or her self-esteem on the line.
• Avoid any tone of condescension. A student who is working on an idea, however elementary, deserves respect.
• Recognize that all students have to worry about grades.
• Leave your ego outside the classroom. Do not try to look good at the expense of a student.