ABSTRACT

The second edition of Rotenberg’s popular guide to college teaching includes additional material on teaching in a digital environment, universal design, and teaching diverse students. As in the first edition, the book provides a hands-on, quick-start guide to the complexities of the college classroom for instructors in their first five years of teaching independently. The chapters survey the existing literature on how to effectively teach young adults, offering specific solutions to the most commonly faced classroom dilemmas. The author, a former department chair and award-winning instructor, encourages the new teacher to support their students as individual learners who are engaged in a program of study beyond their individual class. A focus on the choices made during the design of the course helps the instructor coordinate their class with a department or college curriculum. An extensive discussion of the relationship between classroom design and class size, as well as tips of assessment and grading, enable the new instructor to better handle the challenges of contemporary college classrooms.

part |3 pages

Part 1. Teaching as an Art and Teaching as a Craft

chapter 1|3 pages

The Learning Curve of the College Teacher

chapter 2|5 pages

Plan of the Book

part |1 pages

Part 2. What Do We Know About Postsecondary Intellectual Development?

chapter 3|2 pages

Bloom and Perry on Adult Learners

chapter 4|1 pages

Kolb and Experiential Learning

chapter 5|1 pages

Gardner and Multiple Intelligences

chapter 6|1 pages

Baxter-Magolda and Ways of Knowing

part |1 pages

Part 3. What Do We Know About Effective Undergraduate Teaching?

part |1 pages

Part 4. The Role of the Teacher in the Classroom

chapter 12|8 pages

Who Are Our Students?

part |1 pages

Part 5. Demands on the New Instructor

chapter 14|2 pages

Departmental Demands

chapter 15|3 pages

Demands of General Education Courses

chapter 16|2 pages

Demands of the Undergraduate Major

chapter 17|2 pages

Demands of Graduate Programs

chapter 18|6 pages

Interdisciplinary Demands

part |1 pages

Part 6. Universal Design

chapter 19|2 pages

Universal Design in Higher Education

chapter 20|2 pages

Universal Design of Courses

part |2 pages

Part 7. Constructing the Syllabus

chapter 21|7 pages

Developing a Course for the First Time

chapter 22|5 pages

The Impact of Class Size on a Syllabus

chapter 23|2 pages

Taking the Calendar into Account

chapter 24|6 pages

Ordering Books and Photocopying Material

chapter 25|3 pages

Technical Components of a Syllabus

chapter 27|2 pages

Selecting Texts

chapter 28|1 pages

Fitting the Course into the Curriculum

chapter 29|2 pages

Organizing the Course around Problem Sets

chapter 31|3 pages

Learning Management Software

part |2 pages

Part 8. Setting Your Expectations for Students’ Reasoning Skills

chapter 32|1 pages

Characterizing Critical Thinking

chapter 33|5 pages

How to Recognize Critical Thinking

part |1 pages

Part 9. Setting Your Expectations for Creativity

chapter 34|1 pages

The Cognitive Basis for Creative Thinking

chapter 36|4 pages

Supporting the Creative Process

part |2 pages

Part 10. Assessing Student Learning

chapter 37|2 pages

Best Practices in Student Assessment

chapter 38|2 pages

Tools for Classroom-Level Assessment

chapter 39|1 pages

Assessment Essays

chapter 40|1 pages

Group Assessment

chapter 41|2 pages

Portfolio Assessment

chapter 42|2 pages

What Is a Lecture?

chapter 43|4 pages

Tools for More Effective Lectures

chapter 44|1 pages

What Lecture Formats Can and Cannot Do

chapter 45|1 pages

The Living Textbook Approach

chapter 46|2 pages

Developing an Active Lecture Format

chapter 47|1 pages

Techniques for Livelier Lecture Classes

chapter 49|3 pages

Working with Teaching Assistants

part |2 pages

Part 12. The Discussion Classroom

chapter 50|11 pages

Discussion Techniques

chapter 52|1 pages

Motivational Issues in Discussions

chapter 53|2 pages

Dealing with Silence

chapter 54|1 pages

Dealing with Talkers

chapter 55|1 pages

Student-Generated Discussion

chapter 57|1 pages

First Aid for Tired Discussions

chapter 58|7 pages

Discussions of Controversial Subjects

chapter 59|2 pages

The Socratic Form of Discussion

chapter 60|6 pages

Non-Socratic Forms of Discussion

chapter 61|4 pages

Assessing Discussion Outcomes

part |3 pages

Part 13. The Seminar Classroom

chapter 62|2 pages

Strategies for Organizing a Seminar

chapter 63|2 pages

The Seminar Process

chapter 64|2 pages

Evaluating Seminar Performance

part |3 pages

Part 14. The Laboratory Classroom

chapter 65|1 pages

Collaborative Learning in the Laboratory?

chapter 66|1 pages

Teaching Strategies for Laboratories

chapter 74|4 pages

Managing Team and Group Research Dynamics

chapter 77|1 pages

Case-Based Learning Methods

chapter 78|1 pages

Designing a Case-Based Course

chapter 79|2 pages

How to Teach a Case Laboratory

chapter 80|2 pages

Simulation and Games

chapter 81|1 pages

Film, Video, and Audio Case Materials

chapter 83|2 pages

Field-Based Learning

chapter 84|2 pages

Teaching in the Field

chapter 85|1 pages

Evaluating Field-Based Learning

chapter 86|2 pages

Writing Field-Based and Laboratory Reports

chapter 87|3 pages

Evaluating Collaborative Learning

part |1 pages

Part 15. The On-Line Classroom

part |2 pages

Part 16. Advising in the Classroom

chapter 93|1 pages

Diffusing Career Anxiety

chapter 95|2 pages

Supporting Time Management

chapter 96|2 pages

Understanding Learning Disabilities

chapter 97|1 pages

Helping Students with Life Crisis Issues

chapter 98|2 pages

Helping Underachieving Students

chapter 100|1 pages

Dealing with Flattery

part |2 pages

Part 17. Effective Evaluation of Student Achievement

chapter 103|2 pages

Grading Practices to Avoid

chapter 104|2 pages

Combating Grade Inflation

chapter 105|5 pages

Criterion-Based Grading

chapter 106|6 pages

Asking Appropriate Questions for Evaluation

chapter 107|1 pages

The Test

chapter 108|1 pages

Timed vs. Untimed Tests

chapter 109|2 pages

Partial vs. Comprehensive Testing

chapter 110|2 pages

Oral vs. Written Exams

chapter 111|3 pages

The Presentation

chapter 112|3 pages

The Essay

chapter 113|3 pages

The Research Project

chapter 114|1 pages

The Group Writing Project

chapter 115|2 pages

Evaluating Group Work

chapter 116|8 pages

Academic Integrity

chapter 117|6 pages

Student Contractual Issues

chapter 118|3 pages

Independent Studies

chapter 119|3 pages

Makeup Policies and Exams

part |1 pages

Part 19. Evaluating the Instructor

chapter 121|5 pages

Student-Based Evaluation

chapter 122|2 pages

What to Do About “Bad” Evaluations

chapter 123|3 pages

Peer-Based Evaluation