Efnisyfirlit

• Title Page
• Copyright
• Series Page
• Dedication
• The Author
• Preface
• Part 1: Preparation for Teaching
  • Chapter 1: Understanding Your Students and How They Learn
    • Your Student Body Profile
    • How People Learn
    • How Structure Increases Learning
    • The Cognitive Development of Undergraduates
    • Encouraging Cognitive Growth
    • Teaching Today's Young Students
    • The Challenge
  • Chapter 2: Outcomes-Centered Course Design
    • Why Outcomes-Centered Course Design?
    • Writing Outcomes
    • Types of Outcomes
    • Types of Cognitive Outcomes
    • Sequencing Outcomes into a Learning Process
    • Helpful Frameworks for Designing a Course
    • Showing Students Their Learning Process
    • Outcomes-Centered Course Development
    • The Big Picture
  • Chapter 3: Building 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
  • Chapter 4: Deciding What Technology to Use
    • Choosing Technologies Intelligently
    • How Faculty and Students View Technology
    • Lecture-Related Software
    • The Learning Management System
    • The Flipped Classroom
    • Social Media
    • Mobile Learning in Class
    • Laptops in Class
    • Web Resources
    • Miscellaneous Technologies
    • The Future of Educational Technology
  • Chapter 5: The Complete Syllabus
    • How Long? How Extensive?
    • The Case for Trimming the Syllabus
    • Essential Syllabus Items
    • The Graphic Syllabus
    • The Online “Living Syllabus”
    • Ensuring Your Students Read Your Syllabus
    • Adding a Creative Element
  • Chapter 6: Copyright Guidelines for Instructors
    • 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
• Part 2: Human Factors
  • Chapter 7: Creating a Welcoming Classroom Environment for All Your Students
    • Planning a Welcoming Classroom
    • A Welcoming First Day of Class
    • Learning Students' Names
    • The Inclusive, Equitable Classroom
    • Maintaining a Welcoming Environment
  • Chapter 8: Enhancing Student Motivation
    • Intrinsic and Extrinsic Motivation
    • Students' Perceptions of Motivators in Their Courses
    • Students' Values about College and Their Impact on Motivation
    • Credible Theories of Motivation
    • Fifty-Five Strategies for Motivating Students
    • No Magic Bullets
  • Chapter 9: Preventing and Responding to Classroom Incivility
    • What Is Incivility?
    • Why Do Students Behave This Way?
    • Preventing Incivility: Your Classroom Persona
    • Responding Wisely to Incivility
    • Seeking Assistance
  • Chapter 10: Preserving Academic Integrity
    • How Prevalent Is Cheating?
    • Who Cheats and Why?
    • Detecting Cheating
    • Forty-Two Ways to Prevent Cheating
    • Honor Codes
    • Changing Student Values
• Part 3: Tried-and-True Teaching Methods
  • Chapter 11: Matching Teaching Methods with Learning Outcomes
    • Types of Tools
    • A Tool for Organizing Your Course
    • Has Our Knowledge Changed Our Teaching?
  • Chapter 12: Lecturing for Student Learning
    • When and How Much to Lecture
    • Making the Lecture Homework
    • Preparing an Effective Lecture
    • Delivering an Effective Lecture
    • Incorporating Student-Active Breaks: The Interactive Lecture
    • Inducing and Teaching Students to Take Good Notes
    • Making the Lecture Effective
  • Chapter 13: Leading Effective Discussions
    • When to Choose Discussion
    • Setting the Stage for Discussion at the Start of Your Course
    • Policies to Encourage Participation
    • Skillful Discussion Management
    • Questioning Techniques
    • Organizing Discussion Questions
    • Turning the Tables
  • Chapter 14: Coordinating Experiential Learning
    • Student Presentation Formats
    • Role Playing
    • Simulations and Games
    • Service-Learning and Civic Engagement: The Real Thing
    • Maximizing the Value of Experiential Learning
  • Chapter 15: 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
• Part 4: Inquiry-Based Methods for Solving Real-World Problems
  • Chapter 16: Inquiry-Guided Learning
    • Definitions of Inquiry-Guided Learning
    • The Effectiveness of Inquiry-Guided Learning
    • The Need for Student Guidance
    • Objects of Inquiry
    • Modes of Inquiry
    • Variations of Inquiry-Based Learning
    • Upcoming Inquiry-Guided Methods
  • Chapter 17: The Case Method
    • The Effectiveness of the Case Method
    • The Subject Matter and Websites for Cases
    • What Makes a Good Case, and How to Write Your Own
    • Types of Cases
    • Debriefing Cases
    • A Postscript for Pioneers
  • Chapter 18: Problem-Based Learning
    • How PBL Works
    • Good PBL Problems and Where to Find Them
    • PBL's Effectiveness
    • What Students Think
    • Creating Your Own PBL Problems
  • Chapter 19: Problem Solving in the STEM Fields
    • Where STEM Education Falls Short
    • 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
• Part 5: Tools and Techniques to Facilitate Learning
  • Chapter 20: Helping Students Learn How They Learn
    • Learning as an “Inside Job”
    • The Learner's Questions
    • The Evidence for Self-Regulated Learning
    • Activities and Assignments for Every Occasion
    • Self-Regulated and Self-Directed Learning
    • Sources for Teaching Your Students How to Learn
  • Chapter 21: Ensuring Students Prepare for Class
    • Why Students Don't Prepare
    • How We Can Equip and Induce Students to Come Prepared
    • Specific Tools for Holding Students Accountable
    • Managing Your Workload
  • Chapter 22: Teaching in Multiple Modes
    • Kolb's Learning Cycle
    • Felder and Silverman's Learning Styles Model
    • Multimodal Learning
    • Combining Modes
  • Chapter 23: Making the Most of the Visual Mode
    • How Visuals Enhance Learning
    • Types of Visuals for Learning
    • The Future of Visuals in Learning
  • Chapter 24: Improving Student Performance with Feedback
    • Why Feedback Fails
    • Student Peer Feedback
    • Self-Assessment
    • Student Portfolios
    • Instructor Feedback: Helping Students Improve with It
    • Classroom Assessment Techniques
    • During-the-Term Student Feedback
    • The Power of Feedback
• Part 6: Assessment and Grading
  • Chapter 25: Preparing Students for Exams
    • Test Preparation Measures
    • Measures to Ensure Students Understand Our Language
    • Anxiety-Reduction Measures
    • What the Effort Is Worth
  • Chapter 26: Constructing Student Assessments for Grading
    • General Testing Guidelines
    • Objective Test Items
    • Constructed-Response Test Items and Assignments
    • Student Assessments as Teaching Assessments
  • Chapter 27: Grading Student Assessments
    • Grading Systems
    • Grading Constructed Responses
    • Grading Lab Reports
    • How to Grade and Teach Mechanics at the Same Time
    • Specifications (Specs) Grading
    • Returning Students' Work
    • The Real Purpose of Grades
  • Chapter 28: Defining and Documenting Teaching Effectiveness
    • What Is Teaching Effectiveness?
    • What Student Ratings Do and Do Not Measure
    • How to Improve Your Student Ratings
    • A Comprehensive Faculty Evaluation System
    • Complex beyond Measure
• Appendix
  • Just for Students
• References
• Index
• End User License Agreement

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