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

Acitelli, L. K. (2004). The first day of class. In B. Black & M. Kaplan (Eds.) A guidebook for University of Michigan graduate student instructors (39-40). Also retrieved August 14, 2007, from: http://www.crlt.umich.edu/gsis/gsi_guide.html.

Acitelli, L., Black, B., & Axelson, E. (n.d.). Learning and teaching during office hours. Retrieved May 18, 2007 from the University of Michigan Center for Research on Learning and Teaching Web site: http://www.crlt.umich.edu/crlttext/P4_5text.html.

Amidon, E. J., & Hough, J. B. (1967). Interaction analysis: theory, research, and application. Reading, MA: Addison-Wesley.

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

Anderson, L. W., & Sosniak, L. A. (1994). Bloom's taxonomy of educational objectives: A forty-year retrospective. Chicago, IL: The National Society for the Study of Education.

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco, CA: Jossey-Bass.

Awareness of Teaching and Teaching Improvement Center (n.d.). Teaching at temple: An introductory handbook for teaching assistants. Retrieved May 18, 2007, from the Temple University Awareness of Teaching and Teaching Improvement Center Web site: http://www.temple.edu/ATTIC/docs/tahand03.html#performance.

Bandyopadhyay, A. (2001). Mathematics: The universal language of science. Retrieved May 18, 2007, from the University of California-Berkeley Graduate Student Teaching and Resource Center Web site: http://gsi.berkeley.edu/awards/01_02/bandyopadhyay.html.

Black, B., & Kaplan M. (Eds.) (2000). A guidebook for University of Michigan graduate student instructors. Ann Arbor, MI: Center for Research on Learning and Teaching (90-92, 129-130).

Black, B., Gach, M., & Kotzian, N. (2002). Guidebook for teaching labs for University of Michigan graduate student instructors. Retrieved May 18, 2007, from the University of Michigan Center for Research on Learning and Teaching Web site: http://www.crlt.umich.edu/crlttext/lab_guidebooktext.html.

Blackwell, J. E. (1987). Faculty issues affecting minorities in education. In R. C.
Richardson & A. G. de los Santos (Eds.), From access to achievement: Strategies for urban institutions. Tempe, AZ: National Center for Postsecondary Governance and Finance, Arizona State University.

Bloom, B. S. (1956). Taxonomy of educational objectives: the classification of educational goals, by a committee of college and university examiners. New York: Longmans.

Border, L. L. B., & Chism, N. V. N. (1992). Teaching for diversity. San Francisco, CA: Jossey-Bass.

Campus Instructional Consulting (2001). IU teaching handbook. Retrieved May 18, 2007, from the Indiana University-Bloomington Campus Instructional Consulting Web site: http://www.teaching.iub.edu/handbook_toc.php.

Center for Teaching (n.d.). Handbook for teaching assistants. Retrieved May 18, 2007, from the University of Massachusetts-Amherst Center for Teaching Web site: http://www.umass.edu/cft/publications/TAhandbook.pdf.

Center for Teaching and Learning (1997). Teaching for inclusion: Diversity in the college classroom. Retrieved May 18, 2007, from the University of North Carolina-Chapel Hill Center for Teaching and Learning Web site: http://ctl.unc.edu/tfitoc.html.

Center for Teaching Effectiveness (2004). Handbook for graduate TAs. Retrieved May 18, 2007, from the University of Delaware Center for Teaching Effectiveness Web site: http://cte.udel.edu/TAbook/contents.html.

Cheng, A. S. (2000). Teaching my students to fish. Retrieved May 18, 2007, from the University of California-Berkeley Graduate Student Teaching and Resource Center Web site: http://gsi.berkeley.edu/awards/00_01/cheng.html.

Chism, N. V., Cano, J., & Pruitt, A. S. (1989). Teaching in a diverse environment: Knowledge and skills needed by TAs. In J. D. Nyquist, R. D. Abbott, & D. H. Wulff (Eds.), Teaching assistant training in the 1990s. New directions for teaching and learning, No. 39. San Francisco, CA: Jossey-Bass.

Clewell, B., Anderson, B., & Thorpe, M. (1992). Breaking the barriers: Helping female and minority students succeed in mathematics and science. San Francisco, CA: Jossey-Bass.

Coleman, L. (n.d.). The influence of attitudes, feeling and behavior toward diversity on teaching and learning. Boulder, CO: University of Colorado, Faculty Teaching Excellence Program.

Collett, J. (1990). Reaching African-American students in the classroom. In L. Hilsen (Ed.), To improve the academy, Vol. 9. Stillwater, OK: New Forums Press.

Committee on Undergraduate Science Education (1997). Science teaching reconsidered: A handbook [Electronic version]. Washington, DC: National Academy Press. Retrieved May 18, 2007, http://www.nap.edu/readingroom/books/str/contents.html.

Computer Science Department (n.d.). Teaching assistant handbook. Retrieved May 18, 2007, from the University of Maryland Computer Science Department Web site: http://www.cs.umd.edu/Grad/ta.handbook.shtml.

Cooper, R. (1996). Group work in an introductory science laboratory. In B. Black, M. Gach, & N. Kotzian (Eds.), Guidebook for teaching labs for University of Michigan graduate student instructors [Electronic version]. Retrieved May 18, 2007, from the University of Michigan Center for Research on Learning and Teaching Web site: http://www.crlt.umich.edu/crlttext/lab_guidebooktext.html.

Courter, S., Balaraman, P., Lacey, J., & Hochgraf, C. (1996). Strategies for effective teaching: A handbook for teaching assistants. Retrieved May 18, 2007, from the University of Wisconsin-Madison Engineering Learning Center Web site: http://www.engr.wisc.edu/services/elc/strategies.pdf.

Davis, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass.. Retrieved September 25, 2007, from http://teaching.berkeley.edu/bgd/teaching.html.

Department of Communication Studies (2002). Handbook for teaching assistants. Lieberg, C. (Ed.) Retrieved April 19, 2004, from the University of Iowa Center for Teaching Web site: http://www.uiowa.edu/~centeach/resources/handbook.pdf.

Department of Philosophy (n.d.). The teaching assistant handbook. Retrieved May 18, 2007, from the Carnegie Mellon Department of Philosophy Web site: http://www.hss.cmu.edu/philosophy/handbooks-ta.php.

Ebel, R. L., & Frisbie, D. A. (1986). Essentials of educational measurement (4th Ed.) Englewood Cliffs. NJ: Prentice-Hall.

Felder, R. M. (1997). Meet your students. Dave, Martha, and Roberto. Chemical
engineering education, 31(2), 106-107. Retrieved May 18, 2007, from http://www.ncsu.edu/felder-public/Columns/Perry.html.

Felder, R. M. (1993). Reaching the second tier: learning and teaching styles in college science education. Journal of College Science Teaching, 23(5), 286-290.

Felder, R. M., & Porter, R. L. (1994). Teaching effectiveness for engineering professors (Workshop handbook). Raleigh, NC: North Carolina State University.

Felder, R. M., & Silverman, L. K. (1988). Teaching and learning styles in engineering education. Engineering Education, 78(7), 680.

Fink, L. D. (1995). Evaluating your own teaching. In P. Seldin (Ed.), Improving college teaching. Bolton, MA: Anker.

Flanders, N. (1970). Analyzing teaching behavior. Reading, MA: Addison-Wesley.

Flick, D. (n.d.). Developing and teaching an inclusive curriculum. Boulder, CO: University of Colorado Faculty Teaching Excellence Program.

Fuhrmann, B. S., & Grasha, A. F. (1983). A practical handbook for college teachers. Boston, MA: Little, Brown.

Gabel, D. L., & Bunce, D. M. (1994). Research on problem solving: Chemistry. In D. L. Gabel (Ed.) Handbook of research on science teaching and learning. (pp. 301-326). New York: MacMillan.

Gach, M., Black, B., Kaplan, M., Kardia, D., Saunders, S., & Williams, G. (1999).
Handbook on departmental GSI development. Ann Arbor, MI: Center for Research on Learning and Teaching.

Gage, N. L. (1976). The psychology of teaching methods. Chicago, IL: University of Chicago Press.

Gibbons, A. (1993). White men can mentor: Help from the majority. Science, 262, 1130-1134.

Graduate College, TA training Advisory Committee (2002). Teaching assistant handbook. Retrieved May 18, 2007, from the Iowa State University SPEAK TEACH Web site: http://www.celt.iastate.edu/teaching/TAhandbook.html.

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

Hadlaw, J., & Armstrong, C. (2002). The Concordia TA handbook. Retrieved May 18, 2007, from the Concordia University Centre for Teaching and Learning Services Web site: http://teaching.concordia.ca/resources/TA/.

Hadwin, A., & Wilcox, S. (2002). A handbook for teaching assistants. Retrieved May 18, 2007, from the Queens University Instructional Development Centre Web site: http://www.queensu.ca/ctl/resources/files/pdf/handbook2006.pdf.

Hake, R. R. (1992). Socratic pedagogy in the introductory physics lab. Physics Teacher, 30, 546.

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

Herron, J. D. (1996). The chemistry classroom: Formulas for successful teaching. Washington, DC: American Chemical Society.

Honolulu Community College (n.d.). Difficult behaviors in the classroom. Retrieved May 18, 2007, from the Honolulu Community College Faculty Development Web site: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/behavior.htm.

Institute for the Study of Social Change. (1991). The diversity project: Final report. Berkeley, CA: University of California.

Jenkins, M. L., Gappa, J. M., & Pearce, J. (1983). Removing bias: Guidelines for student-faculty communication. Annandale, VA: Speech Communication Association.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Active learning: cooperation in the college chemistry classroom. Edina, MN: Interaction Book Co.

Joshi, B. D. (1991). Electronic reports and grading templates for multiple section freshman chemistry laboratories. Journal of Computers in Mathematics and Science Teaching, 10(3), 37-49.

Kandel, M. (1989). Grading to motivate desired student performance in a descriptive laboratory course. Journal of College Science Teaching, 18(4), 249-251.

Kauffman, A. (1999). Teaching to different modes of learning. Retrieved May 18, 2007, from the University of California-Berkeley Graduate Student Teaching and Resource Center Web site: http://gsi.berkeley.edu/awards/99_00/kauffman.html.

Lambert, T. (2002). A handbook for graduate student teachers in the humanities. Retrieved May 18, 2007, from the University of Saskatchewan Gwenna Moss Teaching and Learning Centre Web site: http://www.usask.ca/gmcte/gs_handbook/.

Mayer, M. (1987). Common sense knowledge versus scientific knowledge: The case of pressure, weight and gravity. In Proceedings of the Second International Seminar: Misconceptions and Educational Strategies in Science and Mathematics, Vol. 1. (pp. 299-310). Ithaca, NY: Cornell University Press.

Mazur, E. (1997). Understanding or memorization: Are we teaching the right thing? In Wilson, J. (Ed.), Conference on the introductory physics course on the occasion of the retirement of Robert Resnick. (pp. 113-124). New York: John Wiley & Sons.

McDermott, L. C. (1991). What we teach and what is learned – closing the gap. American Journal of Physics, 59, 301-315.

McKeachie, W. J. (1994). Teaching tips: Strategies, research, and theory for college and university teachers, 9th edition. Lexington, MA: DC Health Company.

McKeachie, W., & Svinicki, M. (2005). McKeachie's teaching tips: Strategies, research and theory for college and university teachers. Boston, MA: Houghton Mifflin.

McKinney, K. (2004). Dealing with disruptive behavior in the classroom. Retrieved May 18, 2007, from the Illinois State University Center for the Advancement of Teaching Web site: http://www.cat.ilstu.edu/additional/tips/disBehav.php.

Moriber, G. (1971). Wait-time in college science classes. Science Education, 55(3): 321-328.

Mowshowitz, D. (n.d.). A guide for teaching assistants in the biological sciences at Columbia University. Retrieved May 18, 2007, from the Columbia University Improving Learning and Teaching Web site: http://turmac13.chem.columbia.edu/LearnTeach/TAbiomanual.html#index.

Nakhleh, M. B., & Mitchell, R. C. (1993). Concept learning versus problem solving: There is a difference. Journal of Chemical Education, 70(3), 190-192.

Napell, S. M. (1976). Six common non-facilitating teaching behaviors. Contemporary Education, 47(2), 199-202.

National Research Council (1996). National science education standards. Washington, DC: National Academy Press.

Office of Instructional Resources (n.d.). Advantages and disadvantages of the lecture method. Retrieved May 18, 2007, from the University of Illinois-Champaign Center for Teaching Excellence Web site: http://www.oir.uiuc.edu/Did/docs/LECTURE/Lecture1.htm.

Orzechowski, R. F. (1995). Factors to consider before introducing active learning into a large, lecture-based course. Journal of College Science Teaching, 24(5), 347-349.

Pascarella, E. T. (1986, March). A program for research and policy development on student persistence at the institutional level. Journal of College Student Personnel: 100-107.

Paulos, J. A. (1988). Innumeracy. New York: Hill & Wang.

Pemberton, G. (1988). On teaching minority students: Problems and strategies. Brunswick, ME: Bowdoin College.

Powell, J. (2000). Transforming quizzes into teaching and learning tools. Retrieved May 18, 2007, from the University of California-Berkeley Graduate Student Teaching and Resource Center Web site: http://gsi.berkeley.edu/awards/00_01/powell.html.

Rishel, T. (n.d.). A handbook for mathematics teaching assistants (CornellUniversity). Retrieved May 18, 2007, from the Mathematical Association of America Web site: http://www.maa.org/programs/tahandbook.html.

Rondini, J. A., & Feighan, J. A. (1978). An ongoing grading technique for laboratory courses. Journal of Chemical Education, 55(3), 182-183.

Ronkowski, S., McMurtrey, M., Myers, K., & Zhuang, J. (1999). The international teaching assistant handbook: An introduction to university and college teaching in the United States. Santa Barbara, CA: Office of Instructional Consultation.

Rosser, S. V. (1990, July). Female-friendly science: Applying women’s studies methods and theories to attract students. Teachers College Press: New Edition.

Rowe, M. B. (1974). Wait-time and rewards as instructional variables, their influence in language, logic and fate control. Part 1: Wait time. Journal of Research in Science Teaching 11, 81-94.

Saunders, S., & Kardia, D. (2004). Creating inclusive college classrooms. In B. Black & M. Kaplan (Eds.) A guidebook for University of Michigan graduate student instructors (46-56). Also retrieved August 14, 2007, from http://www.crlt.umich.edu/gsis/P3_1.html.

Simpson, J. C. (1987, April 3). Black college students are viewed as victims of a subtle racism. Wall Street Journal, p.1.

Streichler, R. (2003). Graduate teaching assistant handbook. Retrieved August 3, 2004, from the University of California-San Diego Office of Graduate Studies and Research Center for Teaching Development Web site: http://www.ctd.ucsd.edu/resources/tahandbook.pdf.

Teaching Assistant Program (2004). MSU TA: A handbook for teaching assistants [Electronic version]. Retrieved May 18, 2007, from the Michigan State University Teaching Assistant Program Web site: http://tap.msu.edu/handbook/.

Teaching Effectiveness Program (n.d.). Teaching FAQs. Retrieved May 18, 2007, from the University of Oregon Teaching Effectiveness Program Web site: http://tep.uoregon.edu/resources/faqs/index.html.

Thornton, J. (1999). Chemistry: The other foreign language. Retrieved May 18, 2007, from University of California-Berkeley, Graduate Student Teaching and Resource Center Web site: http://gsi.berkeley.edu/awards/99_00/thornton.html.

Tinto, V. (1989, April 23-24). Principles of effective retention. Paper presented at the University of California Student Research Conference, Asilomar, CA.

Tobias, S., & Raphael, J. (1997). The hidden curriculum — faculty-made tests in science, part I: Lower-division courses. New York: Plenum Press.

University of North Carolina at Chapel Hill Center for Teaching and Learning (1997). Teaching for inclusion: Your diversity and the college classroom. Retrieved November 10, 2006, from http://ctl.unc.edu/tfi1.html.

Wiggins, G. P. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco, CA: Jossey-Bass.