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

In the fall of 2001, when I was assigned to be a graduate student instructor for Statistics 205A for the second time, I was determined to change my teaching style. Statistics 205A is an introductory graduate-level course on classical probability theory. In recent years, however, students from a wide variety of fields have taken the course. Besides having statistics and probability students in my class, I had students from electrical, mechanical and civil engineering, operational research, economics, computer science and sociology. It was a challenge to make such a diverse group of students realize that the study of probability theory would be useful to them in their fields. This was particularly difficult because the course did not have any discussion hours. To handle the problem, I realized that I needed to have some discussion hours where I could meet with the students regularly.

The professor teaching the class was very supportive of my idea, and the students also responded positively to the suggestion, so I started holding three hours of discussion every week. My job was to motivate the students and help them understand the difficult and involved concepts of classical probability, so I decided to treat the discussion hours as though they were language study sessions. The most important part was to make the students realize that what they were learning was not just abstract nonsense but part of a universal language, which would give them the necessary skills to “communicate” regardless of their different academic backgrounds.

In each session, I led the discussion by pointing out various important interpretations and applications of some mathematical concepts or problems. This automatically elicited spontaneous responses from the students, which almost always ended in a debate in the language of mathematics. This way, they not only started “talking” in mathematics but, while doing so, they also started appreciating the need of this rather precise language. In addition, I gave them language drills to give them confidence in the skills that they were developing through this exercise. Many times, I asked sudden questions or gave them quizzes, which they had to discuss among themselves and then answer. This also helped them to commit the fundamental ideas to long-term memory.

It was quite apparent from the great enthusiasm and student participation in the discussions that this new teaching style was effective and helpful. I also found from individual meetings with students during office hours that they were happy with the new learning experience. The final confirmation of the success of my teaching came at the end of the semester through the course evaluations. I was pleased to receive lots of positive comments from the students and not a single complaint. But the best reward I received from teaching Statistics 205A came a couple of months ago, when I ran into a student from my class who told me that she would definitely take another course on probability theory if I were teaching one.