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Table
of Contents
Foreword,
by President John T. Casteen III
Introduction,
by Vice President Barbara Nolan
Acknowledgements
Preface
 Why
a Handbook?
Why
Care About Teaching Well?
What
Do You Teach Students?
Using
This Handbook
I.
Preparing a Course
Planning
for Instruction
Preparing
a Syllabus
Sharing
Teaching
Working
with TAs
Working
with Graders
Teaching
as a Team
Administration
Scheduling
a Course
Ordering
Textbooks & Supplies
Creating
Packets
Placing
Materials on Reserve
Reserving
Equipment
The
First Day of Class
Plan
the First Day
Teach
the First Day
Six
Ways to Handle Nervousness
II.
Interacting with Students
Teaching
the Whole Student
Learning
Styles
Hostile
or Harassing Students
Professionalism
Discretion
Confidentiality
Defining
Your Role as a Teacher
Teaching
a Diverse Student Body
Sources
of Errors in Problems
Training
Students to Solve Problems
Students
with Difficulties
Academic
Difficulties
Personal
Difficulties
Sexual
Harassment or Assault
Substance
Abuse Problems
Discussing
Alcohol with Students
Teaching
Students with Disabilities
Constraints
Accommodations
Academic
/ Social Calendar
Academic
Schedule
Add
/ drop
Deadlines
Advising
and Pre-registration
Orientation
Final
Exams and Grades
Slumps
Social
Events
Fraternities
and Sororities
Foxfield
Writing
Letters of Recommendation
III.
Typical Teaching Situations
Promoting
Students’ Intellectual Growth
Understanding
Students’ Perspectives
Teaching
Students to Think Critically
Lecturing
Organizing
Your Course
Knowing
Your Audience
Clarifying
Expectations
Preparing
Individual Lectures
Delivering
Your Lectures
Discussions
and Discussion Sections
Setting
the Stage for Interaction
Knowing
Where You Are Going
Asking
Questions and Listening
Increasing
Participation
When
Nothing Seems to Work
Laboratory
Teaching
Preparing
Labs
In
the Lab
Visual
Aids
Case
Method
How
Do You Select Cases?
How
Can You Help Students Prepare
Good
Discussions?
How
Can You Get Them to Talk?
What
Should You Be Doing?
What
Should Happen at the End of
Class?
Some
Final Advice
Modern
Foreign Language Courses
Class
Activities
General
Tips
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IV.
Evaluating Students' Work
Academic
Honesty and the Honor System
Testing
Exams
as Learning
Writing
and Scoring Essay Items
Writing
and Scoring Objective Items
Constructing
Exams
Frequency
of Testing
Preparing
Students for Exams
Administering
Exams
Scoring
Services
After
the Test
Papers
and Class Projects
Conceptualizing
and Assigning Papers and
Projects
Grading
Papers and Projects
Class
Participation
Determining
Final Grades
V.
Specific TA Concerns
Expectations—On
Both Sides
Teaching
Making
Connections in Your Department
Mentoring
You
and the Undergraduate
Your
Multiple Roles
Your
Role as Advisor
Balancing
Your Teacher/Student Roles
Communicating
Your Discipline
Teaching
American Students
(for International TAs)
What
Do U.Va. Students Already Know?
How
Should You Interact with Students?
How
Can You Improve Your Communication
Skills?
How
Can You Expand Students’ Cultural
Awareness?
Conclusion
VI.
Analyzing and Improving
Your
Teaching
Attending
Workshops
Consultations
to Analyze Teaching
Consulting
with a Colleague
Consulting
with TRC Staff
Students’
Help
Assessing
Students’ Learning
The
One-Minute Paper, or the Muddiest
Point
Background
Knowledge Probe
Pro
and Con Grid
Seeking
Students’ Comments
Comments
Forms
Teaching
Analysis Poll (TAP)
Final
Evaluations
Teaching
Portfolios
Analyzing
Teaching and Your Career
Appendices
Appendix
I: Teaching Awards
Appendix
II: University Resources for
Instructors and
Students
Across
Grounds
Where
Can I Find...?
Rooms
Print
Media
Computer
Facilities
Audio-Visual
& Digital Media
Classroom
Technologies
Photographic
Services/Print, Slides
and Maps
Teaching
Skills
Personal
Evaluation
University
Policies
Appendix
III: Time Management
Appendix
IV: College Students'
Questions-With
the Right Answers
Further
Reading and Videotapes
Works
Cited |
