Cover

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Title Page

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Contents

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p. v

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Introduction

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p. vii

Welcome to Quick Hits 3, edited and authored by award-winning faculty, and sponsored by the Indiana University Faculty Colloquium on Excellence in Teaching (FACET). While the first two volumes of Quick Hits focused on teaching in general, this volume is aimed primarily at helping new faculty. The ...

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Chapter 1: Getting Started

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pp. 1-18

My father retired a few years ago after teaching in the same college for fifty years. Teaching for fifty years is hard to imagine, and it’s probably fair to say that during that last year his cognitive skills were not what they once were. Still, I can tell you that he was universally considered the ...

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Chapter 2: Grading & Feedback

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pp. 19-36

In my upper-division courses, I include attendance and participation as a portion of the students’ final grades. Because of the difficulty of keeping track of students’ attendance and contributions to course discussions, and as a way of taking student personality and other factors into ...

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Chapter 3: The First Day

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pp. 37-53

Right or wrong, first impressions are lasting impressions – and, they are generally accurate. So why wouldn’t we want students to have the impression of our course as an interesting exploration of important subject matter taught by a knowledgeable, enthusiastic, and student-friendly instructor? Yet many instructors ...

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Chapter 4: Are You Out There?

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pp. 55-76

Communication is the process in which senders and receivers of messages interchangeably assign meanings and interpretations to words, actions, objects and surroundings. Communication, then, is the thread that ties the fabric of the classroom teaching process together. Beginning educators receive many ...

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Chapter 5: Getting Support

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pp. 77-85

Teaching opportunities for graduate students during a doctoral program are often limited to lower-level courses that follow a departmental syllabus and use a common text book that has already been selected. Thus, the teaching responsibilities that we face during our first years in a tenure-track position may seem ...

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Chapter 6: Lessons From the Disciplines

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pp. 87-115

Substantial research has uncovered little relationship between absolute amount of time studying for exams and subsequent exam scores (see, for example, Rau and Durant 2000). I pursued this relationship in an Introductory Psychology course by periodically asking students to reflect on how ...

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Chapter 7: Keeping Track

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pp. 117-125

Teaching portfolios are now common enough that you’ve likely heard of their utility in the demonstration and assessment of effective teaching. But just what is a teaching portfolio and what should go into one? How does one get started collecting materials for a portfolio? ...

Contributors

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pp. 127-128

References

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pp. 129-138

Subject Index

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pp. 139-140