Teaching at Its Best: A Research-Based Resource for College Instructors

Cover
Title Page
Copyright Page
Contents
About the Authors
Preface
Part 1 Teaching Preparation
	Chapter 1 Understanding Your Students and How They Learn
		The Students in Your Course
		How People Learn
		How Structure Increases Learning
		The Cognitive Development of Undergraduates
		Encouraging Cognitive Growth
		Teaching Today’s Students
		Meeting the Challenge
		Reflection Questions
	Chapter 2 Designing Outcomes-Centered Courses
		Why Outcomes-Centered Course Design?
		Writing Outcomes
		Types of Outcomes
		Types of Cognitive Outcomes
		Sequencing Outcomes Into a Learning Process
		Frameworks for Course Design
		Showing Students Their Learning Process
		Outcomes-Centered Course Development
		The Big Picture
		Reflection Questions
	Chapter 3 Including Critical Thinking Into a Course Design
		The Many Faces of Critical Thinking
		Common Ground
		Critical Thinking Outcomes for Your Students
		Giving Students Practice in Critical Thinking
		The Goal: Critical Thinking in Everyday Life
		Reflection Questions
	Chapter 4 Deciding What Technology to Use
		Choosing Technologies Intelligently
		Models for Implementing Technology
		Lecture-Related Software
		The Learning Management System
		The Flipped Classroom
		Social Media
		Mobile Learning in Class
		Laptops in Class
		Web Resources
		The Future of Educational Technology
		Reflection Questions
	Chapter 5 Building a More Complete Syllabus
		How Extensive? What Tone?
		Essential Syllabus Items
		The Graphic Syllabus
		Ensuring Your Students Read Your Syllabus
		Adding a Creative Element
		Reflection Questions
	Chapter 6 Following Copyright Guidelines
		Where Copyright Does and Does Not Apply
		Common Copyright Misconceptions
		Free Use: Fair Use, Facts, and Public Domain
		Printed Text
		Images
		In-Class Performances
		Recording Broadcast Programming
		Online Materials
		Obtaining Permission or a License
		How Copyright Violations Are Actually Handled
		For Further and Future Reference
		Reflection Questions
Part 2 The Human Side of Teaching
	Chapter 7 Establishing a Positive Learning Community
		Planning a Welcoming Classroom
		A Welcoming First Day of Class
		Learning Students’ Names
		Maintaining a Welcoming Environment
		Reflection Questions
	Chapter 8 Becoming an Increasingly Inclusive Teacher
		Inclusive Climate in the Classroom
		Diverse Perspectives
		Representation in Course Content
		Mitigate Inequities In and Out of the Classroom
		Teaching So Everyone Learns
		Universal Design for Learning
		Building Out Inclusive Teaching Skills
		Reflection Questions
	Chapter 9 Enhancing Student Motivation
		Intrinsic and Extrinsic Motivation
		Students’ Perceptions of Motivators in Their Courses
		Perceived Value of College and Its Impact on Motivation
		Theories of Motivation
		Fifty Strategies to Motivate Students
		No Magic Bullets
		Reflection Questions
	Chapter 10 Managing Productive Groups
		A Group by Any Other Name
		The Case for Group Learning
		Cautions About Group Learning
		Managing and Troubleshooting In-Class Ad Hoc Groups
		Setting Up, Managing, and Troubleshooting Formal, Project-Based Groups
		Team-Based Learning
		Preparing Students for Life
		Reflection Questions
	Chapter 11 Preventing and Responding to Classroom Incivility
		What Is Incivility?
		Why the Incivilities?
		Preventing Incivility
		Responding Wisely to Incivility
		Seeking Assistance
		Reflection Questions
	Chapter 12 Preserving Academic Integrity
		How Prevalent Is Cheating?
		Why Do Students Cheat?
		Detecting Cheating
		Forty Ways to Catch a Cheater or Prevent Cheating
		Honor Codes
		Changing Student Values
		Reflection Questions
Part 3 Tried-and-True Teaching Methods
	Chapter 13 Matching Teaching Methods with Learning Outcomes
		Types of Tools
		A Tool for Organizing Your Course
		Has Our Knowledge Changed Our Teaching?
		Reflection Questions
	Chapter 14 Lecturing for Student Learning
		It Isn’t Lecture Versus Active Learning
		When Lectures Work and Other Lecture Considerations
		Preparing an Effective Lecture
		Delivering an Effective Lecture
		Combining Lecture With Engagement: The Interactive Lecture
		Teaching Students to Take Good Notes
		Making the Lecture Effective
		Reflection Questions
	Chapter 15 Leading Effective Discussions
		When to Choose Discussion
		Setting the Stage for Discussion at the Start of Your Course
		Encouraging Participation
			Setting Ground Rules for Participation
		Skillful Discussion Management
		Questioning Techniques
		Organizing Discussion Questions
		Turning the Tables
		Reflection Questions
	Chapter 16 Coordinating Experiential Learning Experiences
		Role-Playing
		Serious Games and Simulations
		Service-Learning: Moving Learning Out of the Classroom
		Maximizing the Value of Structured Participatory Learning Experiences
		Reflection Questions
	Chapter 17 Teaching with Inquiry-Guided Methods
		Definitions of Inquiry-Guided Learning
		The Effectiveness of Inquiry-Guided Learning
		The Need for Student Guidance
		Objects of Inquiry
		Modes of Inquiry
		Types of Inquiry-Based Learning
		Upcoming Inquiry-Guided Methods
		Reflection Questions
	Chapter 18 Creating Engaging Cases
		The Effectiveness of the Case Method
		The Subject Matter and Websites for Cases
		Types of Cases
		What Makes a Good Case, and How to Write Your Own
		Facilitating Cases
		A Postscript for Pioneers
		Reflection Questions
Part 4 Tools and Techniques to Facilitate Learning
	Chapter 19 Helping Students Learn How to Learn
		Learning as an “Inside Job”
		The Learner’s Questions
		The Evidence for SRL
		Activities and Assignments for Every Occasion
		Sources for Teaching Your Students How to Learn
		Reflection Questions
	Chapter 20 Enhancing Student Success in STEM Disciplines
		Why We Are Likely Losing STEM Majors
		Improving Student Learning in STEM Courses: General Advice
		Improving Student Learning in STEM Courses: Specific Strategies
		Getting Real in the Lab
		Online Resources for STEM Education
		Why STEM Education Is So Important
		Reflection Questions
	Chapter 21 Ensuring Students Prepare for Class
		Why Students Don’t Prepare
		How We Can Equip and Induce Students to Come Prepared
		Four Tools for Holding Students Accountable
		Managing Your Workload
		Reflection Questions
	Chapter 22 Integrating Styles and Modes of Learning
		Learning Styles
		Learning Styles Myth
		Modes of Learning
		Examples of Visuals for Learning
		Combining Modes
		Reflection Questions
	Chapter 23 Improving Student Performance with Feedback
		Feedback Fails and Suggestions for Success
		Metacognition as Feedback
		Peer Feedback
		Classroom Assessment Techniques
		During-the-Term Student Feedback on Teaching
		The Power of Feedback
		Reflection Questions
Part 5 Assessment and Grading
	Chapter 24 Helping Students to Prepare for Exams
		Importance of Helping Students to Prepare
		Test Preparation Measures
		Measures to Ensure Students Understand Our Language
		Anxiety-Reduction Measures
		What the Effort Is Worth
		Reflection Questions
	Chapter 25 Constructing Student Assessments for Grading
		General Testing Guidelines
		Objective Test Items
		Constructed-Response Test Items and Assignments
		Using Assessments to Make Teaching Adjustments
		Reflection Questions
	Chapter 26 Grading Student Assessments
		Grading Systems
		Grading Constructed Responses
		Grading Lab Reports
		Mechanics of Writing
		Specifications (Specs) Grading
		Returning Students’ Work
		Ungrading
		Grades Should Make Sense
		Reflection Questions
	Chapter 27 Defining and Documenting Teaching Effectiveness
		What Is Teaching Effectiveness?
		What Student Ratings Do and Do Not Measure
		How to Improve Your Student Ratings
		Documenting Your Effectiveness
		A Comprehensive Faculty Evaluation System
		Complex and Essential
		Reflection Questions
Appendix Support Resources at Your Institution
References
Name Index
Subject Index
EULA