With chapters by Nancy Van Note Chism, Marilla Svinnicki, Claire Ellen Weinstein, Andrew Northedge, Jane Halonen, Brian Coppala, Barbara Hofer, Erping Zhu and Matthew Kaplan.

Includes bibliographical references (p. 335-355) and index.

Preface

A Special Preface for Teaching Assistants and Graduate Student Instructors

1. Introduction The College or University Culture
Research Versus Teaching?
In Conclusion

2. Countdown for course preparation Time: Three Months Before the First Class
Time: Two Months Before the First Class
Time: One Months Before the First Class
Time: Two Weeks Before the First Class
Time: One Week Before the First Class

3. Breaking the Ice Breaking the Ice
Problem Posting
Introducing the Syllabus
Introducing the Textbook
Assessing Prior Knowledge
Questions
What About Subject Matter?
In Conclusion

Part 2: Basic Skills for Facilitating Student Lerarning

4. Facilitating discussion: posing problems, listening, questioning A Little Bit of Theory
Problems in Teaching by Discussion
Barriers to Discussion
What Can I Do About Nonparticipants?
The Discussion Monopolizer
How Can We Have a Discussion If the Students Haven't Read the Assignment?
Handling Arguments and Emotional Reactions
Teaching Students How to Learn Through Discussion
Taking Minutes or Notes, Summarizing
Online Discussions
In Conclusion

5. How to make lectures more effective Research on the Effectiveness of Lectures
What Are Lectures Good For?
A Little Bit of Theory
Planning Lectures
Preparing Your Lecture Notes


Organization of Lecutres
How Can Lectures Be Improved?
Teaching Students How to Be Better Listeners How Do Students Process the Contents of a Lecture?
Should Students Take Notes? How to Get Students Actively Thinking in a Lecture Situation
Distribution of Lecture and Discussion Time
In Conclusion

6. Assessing, testing, and evaluating: grading is not the most important function Reducing Students Frustration and Agression
Planning Methods of Testing and Assessment
When to Test
Test Construction
Helping Students Become Test-Wise
Administering the Test
After the Test
Other Methods of Assessing Learning
In Conclusion

7. What to do about cheating How do Students Cheat?
Preventing Cheating
Handling Cheating

In Conclusion

8. The ABC's of assigning grades Do Grades Provide Information Useful for Decision Making?
Contract Grading
Competency-based Grading
Assigning Grades
Grading on the Curve: A Mild Reprise
What About the Student Who Wants a Grade Changed?
Relevant Research
In Conclusion

Part 3: Understanding Students

9. Motivation in the college classroom / Barbara Hofer Motivation Theory
Putting Motivation Theory into Practice
In Conclusion

10. Valuing student differences / Nancy Van Note Chism Feeling Welcome in the Classroom
Being Treated as an Individual
Full Participation in Learning
Being Treated Fairly
In Conclusion

11. Problem students (there's almost always at least one!) Angry, Aggressive, Challenging Students
Attention Seekers and Students Who Dominates Discussion
Inattentive Students
Unprepared Students
The Flatterer, Disciple, Con Man (or Woman)
Discouraged, Ready-to-Give-Up Students
Students Who Are Struggling
Students With Excuses
Students Who Want the TRUTH and Students Who Believe That Everything is Relative
Students with Emotional Reactions to Sensitive Topics
In Conclusion

12. Counseling
E-Mail
Advising and Program Planning
Dealing with Psychological Problems
Potential Suicides
Individualized Teaching and Mentoring
In Conclusion

Part 4: Adding to Your Repertoire of Skills and Strategies for Facilitating Active Learning

13. Teaching students to learn through writing: journals, papers, and reports A little Theory
Low-Stakes Writing
The Student Log or Journal
The Paper That Counts Toward a Grade
Teaching Writing, Giving Feedback, and Correcting Papers
What to Do When a Paper Is to Be Graded
What About Deadlines and Students Who Miss Them?
Portfolios
In Conclusion

14. Reading as active learning Textbooks
How Do You Get Students to Do the Assigned Reading?
In Conclusion

15. Active learning: cooperative, collaborative, and peer learning Peer Learning and Teaching
Student-led Discussions
Peer Tutoring
The Learning Cell
Team Learning: Syndicate and Jigsaw
Student Characteristics and Peer Learning
Why Does Peer Learning Work?
In Conclusion

16. Problem-based learning: teaching with cases, simulations and games Problem-based Learning
The Case Method
Games and Simulations
In Conclusion

17. Technology and teaching / Erping Zhu and Matthew Kaplan How Will Technology Enhance Teaching and Learning?
Teaching with Technology

What Are the Effects of Technology on Teaching?
In Conclusion

19. Laboratory instruction: ensuring an active learning experience / Brian Coppola Laboratory Instruction Styles
Turning Novice Researchers into Practicing Scientists
Link to Cognitive Development
What Research Says
In Conclusion

20. Facilitating experiential learning: service learning, fieldwork, and collaborative research Experiential Learning
What Are the Goals of Experiential Learning?
How Can We Get Better Outcomes from Experiential Learning?
In Conclusion

21. Using project methods, independent study, and one-on-one teaching The Project Method
Small-Group Independent Study
Research on Variations in Amount of Classroom Time
Time in Class
Senior Projects
One-on-One Teaching
In Conclusion

22. Teaching by distance education / Andrew Northedge Sketching Out the Shape of a Course
Developing a Teaching Narrative

Making the Course Manageable
In Conclusion

Part 6: Teaching for Higher-Level Goals

23. Teaching students how to learn / Claire Ellen Weinstein The Importance of Goals and Self-Reflection
Increasing Student's Self-Awareness
Using Existing Knowledge to Learn New Things
Teaching Domain-specific and Course-specific Strategies
Methods for Checking Understanding
Knowing How to Learn Is Not Enough -- Students Must Also Want to Learn
Putting It All Together --Executive Control Processes in Strategic Learning
In Conclusion

24. Teaching thinking / Jane Halonen Setting Goals for Thinkings
Improving Thinking Quality
In Conclusion

25. Teaching values: should we? Can We? Should We?
Can We?
What Values Should We Teach?
How Can We Teach Values?
The Teacher as a Person
In Conclusion

Part 7: Lifelong Learning for the Teacher

26. Ethics in college teaching / Marilla Svinicki Responsibilities to Students
Responsibilities to Colleagues, the Institution and the Discipline

Making Ethical Choices
In Conclusion

27. Vitality and growth throughout your teaching career How Can You Develop Effective Skills and Strategies?
Looking nor New Ideas, New Methods, and Alternative Strategies for Handling Problems
How Can You Get and Use Feedback to Continue to Improve Your Teaching?

In Conclusion

References

Index