In-depth Table of Contents
Foreword by Dr. Geralyn McClure Franklin, Dean
Introduction: Why Read This Book?
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How the Book is Organized |
Chapter 1: Determining Classroom Policies
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Attendance Policy |
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Tardiness Policy |
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Expectations During Class |
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Participation in Class |
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Food and Drink in the Classroom |
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Cell Phones, Pagers, and Computers |
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Late Papers and Assignments |
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Cheating and Plagiarism |
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Respect in the Classroom |
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Communicate Your Classroom Policies |
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A Final Note |
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Figure 1.1: What You Can Expect From Your Professor |
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Figure 1.2: What I Expect From My Students |
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Figure 1.3: Daily Grade Certification Form |
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Questions from Faculty |
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Comments from Students |
Chapter 2: Writing an Effective Syllabus
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Basic Information |
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Textbook and Materials |
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Brief Course Description |
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Learning Objectives |
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Techniques of Instruction |
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Examinations |
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Determining Grades |
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Major Assignments |
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Attendance |
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Class Participation |
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Disabilities and Religious Considerations |
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Academic Dishonesty |
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Support Services Available |
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Classroom Policies and Expectations |
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Tips for Success |
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Frequently Asked Questions (FAQs) |
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Schedule for Classes |
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Quiz on the Syllabus |
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A Final Note |
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Figure 2.1: Sample Tips for Success Sheet |
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Figure 2.2: Sample FAQ Sheet |
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Figure 2.3: Sample Quiz on Syllabus |
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Figure 2.4: Classroom Behavior Contract |
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Questions from Faculty |
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Comments from Students |
Chapter 3: Managing the First Impression
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Importance of First Impressions |
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Before Class Begins |
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What to Wear |
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Choose How You Want to be Addressed |
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Show Confidence |
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Your Presentation Skills |
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A Final Note |
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Questions from Faculty |
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Comments from Students |
Chapter 4: Managing the First Day of Class
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Establish Your Credibility |
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Set Expectations the First Day |
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Involve the Students |
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Discuss the Syllabus |
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Introduce the Textbook |
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Conduct an Icebreaker |
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Establish the Class Culture |
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First Day Exercise |
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Student Feedback |
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A Final Note |
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Figure 4.1: Icebreaker Suggestions |
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Figure 4.2: Example of 1st Day Class Exercise |
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Figure 4.3: Checklist for the First Day |
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Questions from Faculty |
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Comments from Students |
Chapter 5: Managing Sexual Harassment in the Classroom
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What is Sexual Harassment? |
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Counseling Students |
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Advice for Faculty |
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A Final Note |
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Questions from Faculty |
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Comments from Students |
Chapter 6: Managing Diversity in the Classroom
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Students with Disabilities
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Age Diversity
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International Students | ||||||||||
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Students who are Academically Diverse | ||||||||||
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A Final Note | ||||||||||
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Questions from Faculty | ||||||||||
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Comments from Students |
Chapter 7: Managing Difficult Students
Disruptive Students
The Class Hog
The Challenger
The Whiner
The Socializer
Non-engaged Students
The Shy Student
The Unprepared Student
The Clueless Student
The Rule Breakers
The Absent or Tardy Student
The Sleeper
The Cell Phone User
The Reader
The Late Paper
The Cheater
The Confused Student
A Final Note
Questions from Faculty
Comments from Students
Chapter 8: Managing Exams
Before the Exam
Make-up Exam
Type of Exam
Extra Credit
Review for the Exam
During the Exam
Grading the Exams
Returning the Exams
Additional Learning Opportunities
Student Complaints
A Note on Homework
A Final Note
Figure 8.1: Case on Cheating
Questions from Faculty
Comments from Students
Chapter 9: Managing Teams and Team Projects
Assigning Teams
Team building
Tips for Managing Teams
Peer Evaluations
A Final Note
Figure 9.1: Sample Self Evaluation Form
Figure 9.2: Sample Peer Evaluation Form for Teammates
Figure 9.3: Peer Evaluation Form for Teams
Questions from Faculty
Comments from Students
Chapter 10: Managing Large Classes
Attendance and Tardiness
Motivating Students
Getting Participation
Examinations
Obtaining Feedback
Ending the Class
A Final Note
Figure 10.1: Tips From a Former Student
Questions from Faculty
Comments from Students
Chapter 11: Managing Online Classes
How is Teaching Online Different?
Setting Class Expectations
Connecting With Your Students
Using Forums to Get Student Participation
Quantity of Posts
Quality of Posts
Assigning Groups
Managing Online Exams
Maintaining Integrity
Managing Time Demands
A Final Note
Figure 11.1: Sample Rubric for Forum Posts
Figure 11.2: Tips for Students in How to Perform Poorly in an Online Course
Questions from Faculty
Comments from Students
Chapter 12: On Becoming a More Effective Teacher
Develop Your Own Philosophy of Teaching
Establish Your Credibility
Stay Current in Your Field
Establish Your Class Culture
Be Clear About Your Expectations
Relate to Your Students
Respect Your Students
Be Organized
Work on Your Presentation
Be a Good Role Model
Learn Names
Do Not Read to Your Students
Ask for Feedback
Treat Office Hours as Sacred
Never Let Them See You Sweat
What if You Don't Know the Answer?
Contingency Plan
Find a Mentor
Take Time to Evaluate Your Teaching
A Final Note
Figure 12.1: Example of Teaching Philosophy
Figure 12.2: Great Expectations
Figure 12.3: Business Student Code of Professionalism
Figure 12.4: Course Evaluation Form
Questions from Faculty
Comments from Students
Appendix:
Sample Syllabus
What I Hope You Take From This Book
About the Author
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