Additional Info:
This indispensable handbook provides helpful strategies for dealing with both the everyday challenges of university teaching and those that arise in efforts to maximize learning for every student. The suggested strategies are supported by research and adaptable to specific classroom situations. Rather than suggest a "set of recipes" to be followed mechanically, the book gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning. Available with InfoTrac Student Collections http://gocengage.com/infotrac.

Table Of Content:
Preface
A Special Preface for Teaching Assistants and Graduate Student Instructors

Part 1 Getting Started
Ch. 1 Introduction
The College or University Culture
Research Versus Teaching?
Teaching as Scholarship
In Conclusion

Ch. 2 Countdown for Course Preparation
Time: Three Months Before the First Class
Write Objectives, Goals, or Outcomes
What Goals?
Order Textbooks, Lab Supplies, or Other Resources Students May Need
Choose a Textbook or Other Reading Materials
Time: Two Months Before the First Class
Begin Drafting a Syllabus for the Class
Time: One Month Before the First Class
Begin Preparing Lesson Plans
Plan for Out-of-Class Learning
Choose Appropriate Teaching Methods
Select Appropriate Technology
Time: Two Weeks Before the First Class
Check Resources
Start a Portfolio
Time: One Week Before the First Class

Ch. 3 Meeting a Class for the First Time
Setting the Stage
Breaking the Ice
Problem Posting
Introducing the Syllabus
Testing, Grading, and Fairness
Introducing the Textbook
Assessing Prior Knowledge
Questions and Reactions
What About Subject Matter?
In Conclusion

Part 2 Basic Skills for Facilitating Student Learning
Ch. 4 Reading as Active Learning
Textbooks
How Do You Get Students to Do the Assigned Reading?
Research on Learning from Reading
Teaching Students to Learn More from Reading
In Conclusion

Ch. 5 Facilitating Discussion: Posing Problems, Listening, Questioning
A Little Bit of Theory
Problems in Teaching by Discussion
Starting Discussion
Starting Discussion with a Common Experience
Starting Discussion with a Controversy
Starting Discussion with Questions
Starting Discussion with a Problem or Case
Breaking a Problem into Subproblems
Socratic Discussion
Barriers to Discussion
What Can I Do About Nonparticipants?
Buzz Groups--Peer Learning
The Inner Circle or Fishbowl
The Discussion Monopolizer
How Can We Have a Discussion If the Students Haven't Read the Assignment?
Handling Arguments and Emotional Reactions
The Two-Column Method
Emotional Reactions
Teaching Students How to Learn Through Discussion
Student-Led Discussions
Taking Minutes or Notes, Summarizing
Online Discussions
In Conclusion

Ch. 6 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 Lectures
The Introduction
The Body of the Lecture
How Can Lectures Be Improved?
Attention
What Can Be Done to Get Attention?
Teaching Students How to Be Better Listeners
How Do Students Process the Content of a Lecture?
Should Students Take Notes?
How to Get Students Actively Thinking in a Lecture Situation
The Lecturer as a Person
In Conclusion

Ch. 7 Assessing, Testing, and Evaluating: Grading Is Not the Most Important Function
Planning Methods of Testing and Assessment
Alternative Testing Models
Group Testing
Online Testing
Other Methods of Assessing Learning
Performance Assessment (Authentic Assessment)
Graphic Representations of Concepts
Journals, Research Papers, and Annotated Bibliographies
Portfolios
Peer Assessment
Assessing Group Work
Classroom Assessment
In Conclusion

Ch. 8 Testing: The Details
When to Test
Constructing the Test
Choosing the Type of Question
How Many Questions Should You Use?
Administering the Test
After the Test
Grading Essay Questions
Helping Yourself Learn from the Test
Assigning a Grade
Returning Test Papers
Dealing with an Aggrieved Student
What Do You Do About the Student Who Missed the Test?
In Conclusion

Ch. 9 Good Designs for Written Feedback for Students
Reducing Student Frustration and Aggression
Helping Students Become Test-Wise
Taking Multiple-Choice Tests
Taking Essay Tests
Why Teach Test Taking?
Helping Students Learn from a Test
In Conclusion

Ch. 10 Assigning Grades: What do they Meang
Do Grades Provide Information Useful for Decision Making?
Assigningn Grades: On a "Curve" or Against a Standard?
Reducing Student Anxiety about Grades?
What About the Student Who Wants a Grade Changed?
Grades vs. Learning: Some Related Research
In Conclusion

Part 3 Understanding Students
Ch. 11 Motivation in the College Classroom
Motivational Theories: An Overview
Autonomy and Self-Determination
Intrinsic and Extrinsic Motivation
Expectancy-Value Theory
Mastery and Performance Goals
Attribution Theory
Social Goals and Social Motivation
Putting Motivation Theory into Practice
In Conclusion

Ch. 12 Teaching Culturally Diverse Students
Culture and Communication
Nonverbal Communication
Verbal Communication
Motivation and Stress
Cultural Differences in Motivation
Cultural Stressors
Increasing Motivation
Dealing with Stressors
Tailoring Your Teaching Methods
Match Learning Styles
Be Concrete
Enhance Performance Measurement
Choose Appropriate Nonverbal Behaviors
Be Accessible
In Conclusion

Ch. 13 Different Students, Different Challenges
Intellectual/Academic Problems
Aggressive, Challenging Students
Students Who Want hte Truth and Students Who Believe that Everything Is Relative
Students Who Are Underprepared for the Course or Struggling
Individualized Teaching and Mentoring
Class Management Problems
Attention Seekers and Students Who Dominate Discussions
Inattentive Students
Students Who Come to Class Unprepared
The Flatterer, Disciple, Con Man (or Woman)
Students with Excuses
Emotional Problems
Angry Students
Discouraged, Ready-to-Give-up Students
Students with Emotional Reactions to Sensitive Topics
Dealing with Psychological Problems
Potential Suicides
In Conclusion

Part 4 Adding to Your Repertoire of Skills and Strategies for Facilitating Active Learning
Ch. 14 Active Learning: Cooperative, Collaborative, and Peer Learning
Peer Learning and Teaching
Peer Tutoring
The Learning Cell
Team Learning: Syndicate and Jigsaw
Student Characteristics and Peer Learning
Why Does Peer Learning Work?
In Conclusion

Ch. 15 Problem-Based Learning: Teaching with Cases, Simulations, and Games
Problem-Based Learning
The Case Method
Finding the Right Cases
Tips for Teaching with Cases
Games and Situations
In Conclusion

Ch. 16 How to Enhance Learning by Using High-Stakes and Low-Stakes Writing
A Little Theory: High Stakes and Low Stakes
Low-Stakes Writing
Kinds
Occasions
Handling Low-Stakes Writing
High-Stakes Writing
Topics and Assignments
Criteria for Evaluation
Multiple Papers and Multiple Drafts
Worst-Case Scenario
Responding to High-Stake Papers
Middle-Stakes Assignments: Think Pieces
Peer Response
About Correctness: Spelling and Grammar
About Grading
Portfolios
Contract Grading
Preventing--and Handling--Plagiarism
In Conclusion

Ch. 17 Technology and Teaching
How Will Technology Enhance Teaching and Learning?
What Considerations Go into Teaching with Technology?
Course Content
The Instructor
Students
Technology Tools
What Are the Effects of Technology on Teaching?
In Conclusion

Part 5 Skills for Use in Other Teaching Situations
Ch. 18 Teaching Large Classes (You Can Still Get Active Learning!)
Facilitating Active Learning
Encouraging Student Writing in Large Classes
Other Ways to Maintain Student Involvement
Student Anonymity
Organization Is the Key
Giving Tests in Large Classes
Making Outside Reading Assignments
Communicating with Large Classes
Coordinating Multisection Courses
Training and Supervising Teaching Assistants
In Conclusion

Ch. 19 Laboratory Instruction: Ensuring an Active Learning Experience
Styles of Laboratory Instruction
Expository Instruction
Inquiry Instruction
Discovery Instruction
Problem-Based Learning
Studio Instruction Brings Together the Arts and Sciences
Turning Novice Researchers into Practicing Scientists
Link to Cognitive Development
What Research Says
In Conclusion

Part 6 Teaching for Higher-Level Goals
Ch. 20 Teaching Students How to Become More Strategic and Self-Regulated Learners
What Are the Characteristics of Strategic Learners?
The Importance of Goals and Self Reflection
Increasing Students' Self-Awareness
Using Existing Knowledge to Help 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
What Instructors Can Do to Help Their Students
In Conclusion

Ch. 21 Teaching Thinking
Setting Goals for Thinking
Improving Thinking Quality
In Conclusion

Ch. 22 The Ethics of Teaching and Teaching of Ethics
Responsibilities to Students
To Encourage the Free Pursuit of Learning
To Demonstrate Respect for Students
To Respect Confidentiality
To Model the Best Scholarly and Ethical Standards
To Foster Honest Academic Conduct and to Ensure Fair Evaluation
To Avoid Exploitation, Harassment, or Discrimination
The Teaching of Ethics
How Can We Teach Values?
Modeling Values
Making Ethical Choices
In Conclusion

Part 7 Lifelong Learning for the Teacher
Ch. 23 Vitality and Growth Throughout Your Teaching Career
How Can You Develop Effective Skills and Strategies?
Looking for New Ideas, New Methods, and Alternative Strategies for Handing Problems
Reading
Hearing, Discussing
Seeing, Experiencing
How Can You Get and Use Feedback to Continue to Improve Your Teaching?
Feedback from Student Performance
Feedback from Peers
Feedback from Faculty Development Specialists
Feedback from Students
Keys to Improvement with Feedback from Students
Consultation
Classroom Assessment and Research
Self-Evaluation
In Conclusion

References
Index