ABCs of Teaching with Excellence

(03/12/93) {Berkley} Some excellant ideas to be found here.

Outline

Acknowledgments
How to Use the Compendium
Organization of the Suggestions
Source of the Suggestions
Section One: Discuss Points of View Other Than Your Own (1-6)/
Section Two: Discuss Recent Developments in the Field (7-11)/
Section Three: Give References (12-13)/
Section Four: Emphasize Conceptual Understanding (14-20)/
Section Five: Explain Clearly (21-27)/
Section Six: Be Well Prepared (28-37)/
Section Seven: Give Lectures That Are Easy to Outline (38-46)/
Section Eight: Summarize Major Points (47-49)/
Section Nine: Identify What You Consider Important (50-53)/
Section Ten: Encourage Class Discussion (54-76)/
Section Eleven: Encourage Students to Share Knowledge (77-81)/
Section Twelve: Invite Criticism of Your Own Ideas (82-83)/
Section Thirteen: Know If the Class Is Understanding You (84-109)/
Section Fourteen: Have Students Apply Concepts (110-115)/
Section Fifteen: Give Personal Help to Students Having Difficulty
Section Sixteen: Relate to Students as Individuals (124-136)/
Section Seventeen: Be Accessible Outside of Class (137-141)/
Section Eighteen: Have an Interesting Presentation Style (142-150)/
Section Nineteen: Vary the Speed and Tone of Your Voice (151-158)/
Section Twenty: Motivate Students to Do Their Best Work (159-172)/
Section Twenty-one: Give Interesting and Stimulating Assignments
Section Twenty-two: Give Exams Demonstrating Student Understanding
Section Twenty-three: Keep Students Informed of Their Progress
Section Twenty-four: Make Effective Use of Teaching Assistants
Section Twenty-five: Develop an Impressive Introductory Course
Appendix A: Student Description of Teaching (Evaluation Form)
Appendix B: Faculty Self-Rating (Evaluation Form) Index
Search the Compendium of Suggestions for Teaching Excellence