By Diane Starke, El Paso Community College
1: Getting Started
This web site is titled “Tips for Good Practice: Materials and Resources” and contains two sections. The first one is a link to “A Teacher’s Dozen,” research-based principles for improving higher learning by Thomas A. Angelo. The section feature is links to handouts from the University of Delaware’s Center for Teaching Effectiveness on the following topics:
The importance of getting a good start is underscored by Richard M. Felder (North Carolina State University) and Rebecca Brent (East Carolina University) in the following statement from this Web site: “The first day of a course may not determine how well the rest of the course works, but it goes a long way. A good start can carry the instructor through several weeks of early shakiness, and a bad one can take several weeks of damage control to overcome.” The web site includes the following sections:
Union University’s Center for Faculty Development website is titled “Getting Started: The First Week of Class” and contains the following suggestions:
The English Department at Florida State University has
produced a comprehensive website on teaching freshman writing. It contains
a list of questions to pose during the first week for a first year writing
class. However, the questions could be easily adapted to other classes
in order to get to know students better at the beginning of a course.
This website for the University of Minnesota system’s Center for Teaching and Learning Services contains a wealth of teaching and learning resources. It includes “Quick Guides” on the following topics:
Delivee L. Wright of the University of Nebraska compiled the following practical suggestions on the Web site titled “The Most Important Day: Starting Well:”
“The First Day of Class” is taken from the very popular and practical book, Tools for Teaching by Barbara Gross Davis (Jossey-Bass 2001). This Web site contains suggestions on handling administrative matters, creating an open and friendly classroom environment, and setting course expectations and standards. http://teaching.berkeley.edu/bgd/firstday.html
This useful website compiled by Honolulu Community College provides an overview of the most common teaching methods utilized in the college classroom. It includes the strengths, limitations and suggestions for preparation for the following:
The publisher Glencoe/McGraw Hill offers classroom
instruction tips, downloadable checklists, rubrics and other aids, and
articles on teaching at the postsecondary level.
The focus of the website created by Rochester Institute of Technology’s Faculty Academy for Distance and Online Learning, is “Effective Teaching Techniques for Distance Learning.” The following components are cluded:
2: Writing a Course Syl
Grand Rapids Community College’s Center for Teaching and Learning website offers the essential elements of a course syllabus, including description, purpose, and the syllabus format (course information, instructor information, policy statements, class information, right to change, college policies). http://web.grcc.cc.mi.us/ctl/faculty%20resources/syhtm
Ann Luck at Penn State’s Center for Academic Computing has created “Syllabus Writing 101” that includes how-to information and templates as well as links to examples of the following syllabonents:
“Creating a Syllabus” is taken from the very popular and practical book, Tools for Teaching by Barbara Gross Davis (Jossey-Bass 2001). It includes suggestions of what to include in a course syllabus. http://teaching.berkeley.edu/bgd/syltml
Florida State University’s instructor handbook includes “Creating a Learner-Centered Syllabus” which focuses on the process of learning rather than the content, emphasizes that the content and teacher adapt to the students rather than expecting the students to adapt to the content, and stresses that responsibility is placed on students to learn rather than on professors to teach. The Web site contains the folloctions:
Robert Harris provides a list of practical ideas for motivating students. Then he compares classroom learning with playing a sport. Sports are highly motivating for the players. What do sports and classroom learning have in common? What aspects of sports can we adapt to our classrooms? http://www.virtualsalt.com/mohtm
of Oregon’s Teaching Effectiveness Program offers a collection of
Frequently Asked Questions regarding student motivation. Some examples
of questions include: How do I encourage students to be active and interested?
How do I deal with apathetic students? How do I deal with groups that
are not functioning well together? How do I empower students?
4: Usial Aids
“While the current trend is heading toward the use of the LCD projector technology, the overhead projector is still the most popular presentation device used today.” Seminar leader Lenny Laskowski offers guidelines and tips for an effective presentation using the overhead projector. http://www.ljlseminars.com/htm
At this website, A. C. Lynn Zelmer at West Liberty State College shares guidelines on preparing and using overhead transparencies. Specific topics include: lettering size, font and style, layout and design, content considerations, and using transparencies effectively. Samples are also included. http://education.wlsc.edu/courses/rose/385/visualdesigntml
University of Akron’s College of Education presents suggestions for creating effective overhead transparencies. The website includes the advantages and disadvantages, design guidelines, preparation tips, types of film and how to prepare multiple layer transparencies. http://www2.uakron.edu/irteach/ovehtm