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READ | TEACHING @ OSU | TABLE OF CONTENTS

I. BACKGROUND OF OHIO STATE

  1. A Brief History
  2. Ohio State Today
    1. University Vision and Mission Statement
    2. Academic Plan
    3. Diversity Action Plan
  3. Culture of the University
    1. Buckeye
    2. Carmen (the official anthem of The Ohio State University)
    3. Carmen (the course management system)
    4. The 'Shoe'
  4. References

II. WHO STUDENTS ARE

  1. Student Profile
    1. Enrollment
    2. Enrollment, Minority
    3. International Students
    4. The Employed Ohio State Undergraduate Student
    5. Admissions
    6. Class Profile (Autumn 2006)
    7. After Admissions
  2. Differences Based on Age, Disability, Gender, Cultural Backgrounds, and Life Experiences
    1. Nontraditional Age Students
    2. Students with Disabilities
    3. Women Students
    4. GLBT Students
    5. Students Who are Enlisted or Veterans
    6. U.S. Students of Different Cultural Backgrounds
    7. International Students
    8. Students with Varying Life Circumstances
    9. Responding to Student Differences
  3. Unique Learning Environments
    1. Honors Programs
    2. Scholars Programs
    3. Living/Learning Programs
    4. The Honors Collegium
    5. Freshman Seminars
    6. The Office of Undergraduate Research
    7. The Denman Undergraduate Research Forum
    8. Service Learning and Internships
    9. Interdisciplinary Majors and Minors
    10. Study Abroad
    11. How Students Choose Courses

III. INTERNATIONAL

  1. Culture and Cross-Cultural Issues  
    1. Culture
    2. Ethnocentrism
    3. Cultural Adjustment
    4. Culture Shock
    5. References
  2. Academic Culture in the U.S.A.
    1. Education in the United States
    2. Student Preparation for Higher Education
    3. Undergraduate Education at The Ohio State University
    4. Values and Beliefs
    5. Status and Role Expectations
    6. Attitudes and Notions of Appropriate Behavior (Norms)
  3. Second Language Anxiety and Coping Strategies
    1. What is Second Language Anxiety?
    2. How Can You Cope with Second Language Anxiety?
      1. Recognize Your Own Feelings of Second Language Anxiety
      2. Share Your Feelings with Others
      3. Give Yourself Permission To Be a Less Than Perfect Speaker of English
      4. Give Yourself Credit for Your Language Achievement
      5. Have a Positive Attitude and Be Confident
      6. Think of Your Unique Contribution as an International Instructor
      7. Be Well Prepared for Class
      8. Use Quick Relaxation Techniques
    3. What Can You Do to Continue to Develop Your Language Skills?
      1. Be a Good Language Teacher for Yourself
      2. Ask Your Students to Help with Your English
      3. Increase Opportunities to Interact in English
      4. Take English Classes for English Speakers of Other Languages (ESOL)
    4. Final Remarks
    5. References/Recommended Readings
  4. Communication Skills and Strategies
    1. Thinking about Communicating
    2. First Things First
      1. Focus on Your Delivery
      2. Make Your Intonation and Stress Patterns a Priority
      3. Practice Correct Pronunciation of Discipline-Specific Terminology
      4. Let Your Students Know Those Sounds/Words That Are Particularly Troublesome for You to Pronounce
    3. Classroom Language
    4. Communication Maintenance
    5. Checking and Clarifying Communication
    6. Two-Way Street: How Am I Doing?
    7. References/Recommended Readings
  5. Additional
    1. Educational Jargon
    2. Strategies and Phrases for Describing Visual Aids
    3. Phrases for Improving Classroom Communication

IV. HOW STUDENTS LEARN

  1. Ideas on How Learning Occurs
  2. Motivation
    1. Reasons for Being in College and in Class
    2. Vying for Student Time and Attention
    3. Theories of Learning Motivation
      1. Self-Efficacy Theory
      2. Attribution Theory
      3. Self-Worth Theory
    4. Implications of Learning Motivation for Instruction
    5. Student Preparedness
  3. Learning Differences
    1. Cognitive Development
      1. Perry's Model of "Forms of Intellectual and Ethical Development"
      2. Theories of Women's Development
    2. Cognitive Styles
      1. Field Independence and Field Dependence
      2. Kolb's Learning Styles
      3. Learning Modalities
      4. Cognitive Styles and  Culture
      5. Cognitive Styles and Teaching Strategies

V. TEACHING CONTEXTS

  1. Teaching as the Instructor of Record
  2. Teaching as Part of an Instructional Team
    1. Teaching a Recitation
    2. Teaching in the Lab
    3. Being a Grader
  3. Teaching in the Seminar
  4. Teaching in the Studio
  5. Teaching in the Clinical Setting
  6. Working One-on-One with Students
    1. Office Hours
    2. Tutoring
    3. Independent Courses
  7. Being a Course/TA Supervisor
  8. Knowing Your Audience

VI. COURSE PREPARATION

  1. Universal Design for Course Construction
    1. Principles
  2. Course Content
  3. The Importance of Course Goals
    1. Instructional Objectives
  4. Structuring an Effective Course
  5. Selecting Learning Activities
  6. The Syllabus
    1. The Importance of the Syllabus
    2. Preparing for an Effective Course Syllabus
    3. The Syllabus Has a Personality

VII. CLASSROOM STRATEGIES

  1. Active Learning
  2. Incorporating Writing in Instruction
    1. Writing Assignments
    2. Reading Journals
    3. The Précis
    4. Brainstorming/Freewriting
    5. Papers
  3. Effective Discussions
    1. Setting Discussion Objectives and Formats
    2. Setting the Expectations and Establishing Ground Rules
    3. Getting Discussions Started
    4. Managing Discussions
    5. Building Rapport
    6. Verbal and Nonverbal Instructor Cues
    7. Creating Closure
  4. Effective Lectures
    1. Preparing a Lecture
    2. Starting a Lecture
    3. Opening a Lecture
    4. Organizing the Lecture
    5. Presenting the Lecture
    6. Soliciting and Responding to Student Feedback During Lecture
    7. Keeping Lectures Lively in the Large Class
    8. Capturing Students' Interest During Lecture
    9. Ending the Lecture
  5. Cooperative Learning
    1. Peer Learning
    2. Problem Solving
    3. Case Studies
    4. Learning Cells
    5. Discovery Format
    6. Role Playing
    7. Debate
    8. Simulations
    9. Problem-Based Learning
  6. Service Learning
    1. What is Service Learning?
    2. Developing and Planning the Service-Learning Curriculum
    3. Service Learning: Working with the Local Community
      1. Establishing a Relationship
      2. Planning and Identifying Community Interests
      3. Sustaining Partnerships
      4. Preparing Students
      5. Developing Reflective Learning Experiences
      6. Assessing Student Learning and Evaluating Service-Learning
    4. Campus Resources Supporting Service-Learning
    5. Conclusion

VIII. TECHNOLOGY IN THE CLASSROOM

  1. Benefits and Applications
  2. Modes of Technology
    1. Chalkboards and Dry Erase Boards
    2. Overhead Projectors
    3. Film and Videotapes in the Classroom
    4. Slides
    5. PowerPoint and Other Presentation Software
    6. Computers to Enhance Learning Outside the Classroom
    7. Computers for Course Communication
    8. The World Wide Web in Teaching and Learning
    9. About Carmen
    10. Preparing to Teach Web-Enhanced Courses
  3. Technology Resources and Support
    1. Classroom Technology
    2. IT Training and Professional Development Opportunities
    3. University Libraries Services
    4. General Support

IX. EVALUATING LEARNING

  1. Designing Assignments and Exams
    1. Planning Assessment That Reflects Goals
    2. Creating In-Class Assessment Activities
    3. Writing Tests
      1. General Tips About Written Tests
      2. Planning the Test
      3. Test Item Design
      4. Writing Test Items
    4. Designing Written Assignments
    5. Designing Performance Assessment
  2. Grading and Giving Feedback
    1. Giving Feedback
    2. Assessing Writing
      1. Analytic Scoring
      2. Holistic Scoring
      3. Other Suggestions for Grading Writing
    3. Providing Feedback to Students' Performance Settings
    4. Grading Systems
    5. Calculating Grades
      1. Norm-Referenced Systems
      2. Criterion-Referenced Systems
      3. Hybrid (Combination of Criterion- and Norm-Referenced Systems)
      4. Self-Evaluation
    6. Frequently Asked Questions about Grading
  3. What We Can Learn from Evaluating Student Learning
    1. Using Item Analysis to Test the Test

X. ASSESSING TEACHING

  1. What Does Assessing Teaching Include?
    1. Gathering Evidence in the Form of Feedback from Students and Colleagues and Student Achievement on Embedded Questions
    2. Analyzing the Evidence
    3. Making Decisions Based on the Results
  2. Why Assess Teaching?
    1. Make Sure Students are Learning
    2. Allows the Teacher to Know What Is Working and What Is Not
    3. Part of Reflective Practice
    4. Useful When Developing a Teaching Portfolio
  3. When to Assess
    1. Midterm
    2. At the End of the Term
    3. Ongoing
    4. Beyond the Course?
  4. Insert table showing the relationship between when and how
  5. How to Assess Teaching
    1. For Your Information (FYI)
    2. Small Group Instructional Diagnosis (SGID)
    3. Peer Review of Teaching
    4. Student Evaluation of Instruction (SEI)
    5. Classroom Assessment Techniques (CATs)
    6. Questions Embedded in Coursework
    7. Classroom Observations and Videotaping
  6. How to Use Feedback
    1. To Make Adjustments to Improve Student Learning
    2. To Improve Teaching Style/Methods
    3. Professional Growth
    4. Ability to Document Evidence of Teaching Effectiveness

XI. PROFESSIONAL DEVELOPMENT & SOTL (SCHOLARSHIP OF TEACHING & LEARNING)

  1. Using Student Feedback for Reflection
  2. Scholarly Teaching: Attending to What Is Known
    1. Graduate Interdisciplinary Specialization in College and University Teaching
  3. Mentoring
    1. TAs
    2. Faculty
    3. Academic Literature
  4. Scholarship of Teaching and Learning (SoTL)
  5. Documenting Efforts
    1. Course Portfolio
    2. Teaching Portfolio
    3. Presentation
    4. Publication

XII. POLICIES & PROCEDURES