The Art and Craft of College Teaching

The second edition of Rotenberg's popular guide to college teaching includes additional material on teaching in a digital environment, universal design, and teaching diverse students. As in the first edition, the book provides a hands-on, quick-start guide to the complexities of the college classroom for instructors in their first five years of teaching independently. The chapters survey the existing literature on how to effectively teach young adults, offering specific solutions to the most commonly faced classroom dilemmas. The author, a former department chair and award-winning instructor, encourages the new teacher to support their students as individual learners who are engaged in a program of study beyond their individual class. A focus on the choices made during the design of the course helps the instructor coordinate their class with a department or college curriculum. An extensive discussion of the relationship between classroom design and class size, as well as tips of assessment and grading, enable the new instructor to better handle the challenges of contemporary college classrooms.

Robert Rotenberg

Part 1 Teaching as an Art and Teaching as a Craft; Chapter 1 The Learning Curve of the College Teacher; Chapter 2 EveryChapter 2: Plan of the Book; Part 2 What Do We Know About Postsecondary Intellectual Development?; Chapter 3 Bloom and Perry on Adult Learners; Chapter 4 Kolb and Experiential Learning; Chapter 5 Gardner and Multiple Intelligences; Chapter 6 Baxter-Magolda and Ways of Knowing; Chapter 7 King and Kitchener and the Reflective Judgment Model; Part 3 What Do We Know About Effective Undergraduate Teaching?; Chapter 8 Current Approaches to Understanding Growth in Thinking Skills; Chapter 9 History and Development of Best Practices Research; Part 4 The Role of the Teacher in the Classroom; Chapter 10 The Real Relationship Between Teacher and Student; Chapter 11 Figuring Out What to Teach and How Much of It; Chapter 12 Who Are Our Students?; Chapter 13 The Virtual Classroom and Hybrid Learning Spaces; Part 5 Demands on the New Instructor; Chapter 14 Departmental Demands; Chapter 15 Demands of General Education Courses; Chapter 16 Demands of the Undergraduate Major; Chapter 17 Demands of Graduate Programs; Chapter 18 Interdisciplinary Demands; Part 6 Universal Design; Chapter 19 Universal Design in Higher Education; Chapter 20 Universal Design of Courses; Part 7 Constructing the Syllabus; Chapter 21 Developing a Course for the First Time; Chapter 22 The Impact of Class Size on a Syllabus; Chapter 23 Taking the Calendar into Account; Chapter 24 Ordering Books and Photocopying Material; Chapter 25 Technical Components of a Syllabus; Chapter 26 Selecting the Knowledge Base for the Course; Chapter 27 Selecting Texts; Chapter 28 Fitting the Course into the Curriculum; Chapter 29 Organizing the Course around Problem Sets; Chapter 30 Organizing the Course around Specific Experiences; Chapter 31 Learning Management Software; Part 8 Setting Your Expectations for Students' Reasoning Skills; Chapter 32 Characterizing Critical Thinking; Chapter 33 How to Recognize Critical Thinking; Part 9 Setting Your Expectations for Creativity; Chapter 34 The Cognitive Basis for Creative Thinking; Chapter 35 How Do You Recognize Creativity When It Occurs?; Chapter 36 Supporting the Creative Process; Part 10 Assessing Student Learning; Chapter 37 Best Practices in Student Assessment; Chapter 38 Tools for Classroom-Level Assessment; Chapter 39 Assessment Essays; Chapter 40 Group Assessment; Chapter 41 Portfolio Assessment; Part 11 The Lecture Classroom; Chapter 42 What Is a Lecture?; Chapter 43 Tools for More Effective Lectures; Chapter 44 What Lecture Formats Can and Cannot Do; Chapter 45 The Living Textbook Approach; Chapter 46 Developing an Active Lecture Format; Chapter 47 Techniques for Livelier Lecture Classes; Chapter 48 Helping Students Listen Effectively to Lectures; Chapter 49 Working with Teaching Assistants; Part 12 The Discussion Classroom; Chapter 50 Discussion Techniques; Chapter 51 Making It Difficult for the Students to Be Unprepared; Chapter 52 Motivational Issues in Discussions; Chapter 53 Dealing with Silence; Chapter 54 Dealing with Talkers; Chapter 55 Student-Generated Discussion; Chapter 56 Designing a Discussion around Specific Roles; Chapter 57 First Aid for Tired Discussions; Chapter 58 Discussions of Controversial Subjects; Chapter 59 The Socratic Form of Discussion; Chapter 60 Non-Socratic Forms of Discussion; Chapter 61 Assessing Discussion Outcomes; Part 13 The Seminar Classroom; Chapter 62 Strategies for Organizing a Seminar; Chapter 63 The Seminar Process; Chapter 64 Evaluating Seminar Performance; Part 14 The Laboratory Classroom; Chapter 65 Collaborative Learning in the Laboratory?; Chapter 66 Teaching Strategies for Laboratories; Chapter 67 Teaching Reasoning Skills in the Laboratory; Chapter 68 Collaborative Learning in Problem-Based Classrooms; Chapter 69 Strategies for Problem-Based Learning in the Laboratory; Chapter 70 Applying Problem-Based Learning in the Classroom; Chapter 71 Assigning Literature in Problem-Based Learning; Chapter 72 Framing the Students' Learning in Problem-Based Learning; Chapter 73 Tutoring Group Process in Problem-Based Learning; Chapter 74 Managing Team and Group Research Dynamics; Chapter 75 Forming Work Groups in a Collaborative Classroom; Chapter 76 Dealing with Student Complaints in Group Research; Chapter 77 Case-Based Learning Methods; Chapter 78 Designing a Case-Based Course; Chapter 79 How to Teach a Case Laboratory; Chapter 80 Simulation and Games; Chapter 81 Film, Video, and Audio Case Materials; Chapter 82 Fieldwork, Internships, and Service and Experiential Learning; Chapter 83 Field-Based Learning; Chapter 84 Teaching in the Field; Chapter 85 Evaluating Field-Based Learning; Chapter 86 Writing Field-Based and Laboratory Reports; Chapter 87 Evaluating Collaborative Learning; Part 15 The On-Line Classroom; Chapter 88 Instructor's Considerations for Distance Learning; Chapter 89 Student Readiness for Distance Learning; Chapter 90 Structuring Time on Task in Distance Learning; Chapter 91 Communication Issues in Distance Learning; Chapter 92 Incorporating Social Media in Learning Environments; Part 16 Advising in the Classroom; Chapter 93 Diffusing Career Anxiety; Chapter 94 Degree Progress Issues in an Era of Restricted Budgets; Chapter 95 Supporting Time Management; Chapter 96 Understanding Learning Disabilities; Chapter 97 Helping Students with Life Crisis Issues; Chapter 98 Helping Underachieving Students; Chapter 99 Dealing with Angry, Aggressive, or Bullying Students; Chapter 100 Dealing with Flattery; Chapter 101 Dealing with Emotional Reactions to Sensitive Topics; Part 17 Effective Evaluation of Student Achievement; Chapter 102 Establishing Fair and Effective Grading Policies; Chapter 103 Grading Practices to Avoid; Chapter 104 Combating Grade Inflation; Chapter 105 Criterion-Based Grading; Chapter 106 Asking Appropriate Questions for Evaluation; Chapter 107 The Test; Chapter 108 Timed vs. Untimed Tests; Chapter 109 Partial vs. Comprehensive Testing; Chapter 110 Oral vs. Written Exams; Chapter 111 The Presentation; Chapter 112 The Essay; Chapter 113 The Research Project; Chapter 114 The Group Writing Project; Chapter 115 Evaluating Group Work; Part 18 Administrative Issues in the Classroom; Chapter 116 Academic Integrity; Chapter 117 Student Contractual Issues; Chapter 118 Independent Studies; Chapter 119 Makeup Policies and Exams; Chapter 120 Grade Challenges; Part 19 Evaluating the Instructor; Chapter 121 Student-Based Evaluation; Chapter 122 What to Do About "Bad" Evaluations; Chapter 123 Peer-Based Evaluation;

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