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Quick Hits for New FacultySuccessful Strategies by Award-Winning TeachersEditors:Rosanne M. CordellBetsy LucalRobin MorganAdvising Editors:Sharon HamiltonRobert H. OrrIllustrated by:Keith M. Kovach
iContentsChapter 1: Getting Started 1Truths My Father Told Me 3Getting Started 4Creating a Syllabus 7Top 10 Practices that Lead toStudent Success 11Engaging Students in theDevelopment of the Syllabus 14Reflect, Refine, and Refresh 17Staying Sane in Academia 18Scheduling Special Events 20Chapter 2: Grading & Feedback 21Course Participation and Self-Grading 23Measuring and AssessingClass Participation 23Learning by Teaching 27Using Students to Provide Prompt Feedback 29So What's Your Grading Philosophy? 31Testing: If You're Going to Do It,Do It Right 38Chapter 3: First Day 41The First Class: Making an Impression 43Classroom Discussion Norms 44The First Day of Class --Don't Waste a Minute 49Diffusing Course Anxiety 52Building Rapport With Your Students 53Dealing With Side Conversations 55Getting to Know Your Studentsin a Large Lecture Class 56The Use of Discipline-Related Ice Breakerin the First Week of a Course 58Chapter 4: Are You Out There? 61Communication as the Problemand the Solution 63Getting Students to Talk--From Day One 65Facilitating Daily ClassroomConversations 66What Do Your Students Really Know? 68Community of Learners 70Arranging the Room 71Are There Any Questions? 74How Do You KnowWhat Your Students Know? 74Life Happens 77The Student Panel as aClass-Participation Technique 78How Do I Know What They Know? 80Making Higher Education"Brain Compatible" 82Good Practice and Good Intentions 84Chapter 5: Getting Support 85Making Use of Available Support Resources 87Paired Teaching 88Is There a Mentor in the House? 90Book an Appointment @ Your Library 91Preparing to Teach 94Chapter 6: Lessons From the Disciplines 95Improving Quality of Study Time 97Something Old, Something New 98This Isn't Art Class 101The Nature of Reality 101Writing Dialogues To EnhanceStudent Learning 103Linking Mathematics With Computer &Information Technology 104Video, Worksheets, andClassroom Discussion 107Helping Students Think About--And Do--"Good Work" 108Transforming the Basic Course 110Hints for Adding Color to thePedagogical Palette 113In-class Writing to AdvanceCritical Thinking 119Demonstrating Computer Applications 120Praxis Paper 121From "Mistakes" to "Mastery" 124Chapter 7: Keeping Track 127How Do I Get Started on a TeachingPortfolio? 129Course Notebooks 133Getting Started on a Teaching Portfolio 133Annual Report Preparation 136Contributors 137References 141Subject Index 153iiiiiIntroductionWelcome to Quick Hits 3, edited and authored by award-winning faculty, and sponsored bythe Indiana University Faculty Colloquium on Excellence in Teaching (FACET). While the first twovolumes of Quick Hits focused on teaching in general, this volume is aimed primarily at helping newfaculty. The articles and strategies range from planning for that first day in the classroom to evaluatingstudent learning to documenting teaching to understanding the politics of teaching and learning in yourdepartment and institution.The title, Quick Hits, bears scrutiny. The phrase was coined during the 1991 FACET retreat,when several members of FACET offered some truly engaging but quick strategies for involvingstudents in their learning -- a "quick hit" to capture the students' attention. These ideas were gatheredtogether into a volume which captured national attention, and led to the publication of a second volumeof "quick hits." While these were successful and useful volumes, we all acknowledge that teaching ismuch more than a series of "quick hits," and that teaching-learning interactions are ongoing, built on theestablishment of credibility and trust, and very much context-dependent. In this third volume, whileretaining the notion of engaging students in their learning, we have tried to expand our "quick hits" withadditional background information, rationale, and resources. They are, in a sense, not-quite-so-quickhits, but rather ideas that will engage us and our students more deeply.We have organized this volume in the order that we believe new faculty will need to addressteaching and learning issues and decisions. "Chapter 1: Getting Started" discusses the development of acourse syllabus, course requirements, and scheduling your own time. "Chapter 2: Grading &Feedback" has ideas on evaluation, assessment, and feedback that are well-considered early in yourfirst semester, preferably as you develop course syllabi and assignments. "Chapter 3: First Day"contains ideas for getting the semester off to a good start. "Chapter 4: Are You Out There?" addressesencouraging and managing student participation. "Chapter 5: Getting Support" offers insight into themany ways in which you can find support for improving teaching and navigating through academia."Chapter 6: Lessons From the Disciplines" contains teaching tips that, at first glance, seem quitesubject-specific, but actually contain ideas that can be adapted to other subject areas. "Chapter 7:Keeping Track" reminds us all that we not only need to do good work, but we also need to document itin ways that will be reflective of the progress and changes we make throughout our careers.As a new teacher, you may find education to be a daunting task, one that can easily overwhelm.If such is your experience, you are not alone! Teaching is not a simple task and this book is not a"Teaching for Dummies." Quite the contrary, this volume is filled with the wisdom of years of practicalexperience, experimentation, best practices, research, and so forth. We would hope that you will feelcomfortable enough to consider some of these ideas, and we would encourage you to adapt them toyour own particular classroom style.We recognize that not every quick hit will be appropriate for everyone. This is to be expected.Nor is it likely that you will be able to lift a particular technique and apply it successfully without firsttailoring it to suit your particular approach to teaching. The important thing is to consider, evaluate, try,and then reflect upon the outcome.ivRemember that this volume of Quick Hits is but the start of a very important journey for you; ajourney that may one day help you to become The Natural as a teacher -- the best there ever was, thebest there ever will be (with an apology to Bernard Malamud).