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• 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