Handbook on Teaching Undergraduate Science Courses:

1. General Teaching Philosophy
2. Reasons Non-Science Majors Do Poorly in Introductory Biology Courses
3. Characteristics of Effective Teachers
4. Instructional Responsibilities
5. What Biological Education Should Achieve
6. Considerations as You Design Your Course
7. Components of an Exemplary Biology Program

• Case Studies of New Faculty Members About Their First Years of Teaching
  1. Rob Reinsvold
  2. Susan A. Gibson
  3. Henri Maurice
  4. Don Streubel
  5. Sue Harley
  6. Jim Nellessen

1. Questions a Job Applicant Should Ask When Applying for a Faculty Position
2. Things to Do Between Accepting and Starting the Job
3. Selecting Textbooks
4. Importance of Mentors

1. Characteristics of Excellent Instructors
2. Characteristics of Poor Instructors
3. Inventory of Model Teaching

1. Principles of Learning
2. Constructivism
3. Concrete vs. Formal Thinkers
4. Front Loading
5. Misconceptions
6. Student Problems with Learning
7. Helping Students Become Self-Directed Learners
8. Biological Literacy
9. A Model of Biological Literacy
10. An Instructional Model

1. Types of Inquiry
2. The Inquiry Process
3. Keys to Successful Use of Inquiry Instruction
4. Questions to Implement Inquiry in Your Class
5. Suggested Inquiry Activities
6. Example of a Lesson Using Inquiry
7. How You Can Create Inquiry Activities
8. An Independent Investigation
9. Interacting Components of Biology
10. Inquiry Process Skills

1. Critical Thinking Skills
2. Critical Thinking Approach
3. Building Critical Thinking Into Your Course
4. Thinking Skills

1. What Are Your Objectives?
2. Words Used to Draft Specific Objectives
3. Interacting Factors of Teaching and Learning about Biology
4. What Your Students Should Know: Biological Knowledge
5. The Unifying Principles of Biology
6. Decision Making Skills
7. Attitudes and Habits of Mind
8. Assessment Strategies
9. Practical Advice for Assessing Students
10. Developing Better Test Questions
11. Exam Design
12. Essay or Discussion Questions
13. Sample Exam Questions
14. A Variety of Assessment Instruments
15. Methods of Assessment
16. Constructing Your Exam

1. Reasons Why Instructional Technology Is Useful

1. What Lectures Should Do
2. Some Common Criticisms of Lecturers
3. Developing Your Lecture
4. Suggestions for Improving Lectures
5. Checklist for a Lecture
6. How to Improve Lecture Attendance
7. Lectures and Student Mental Lapses
8. Lecture Variations and Alternatives
9. Group Learning
10. Keys to Successful Group Learning
11. Characteristics of Effective Group Assignments
12. Promoting Group Presentations

1. Discussion Sections Are Effective for
2. Traits of Good Discussion Leaders
3. Improving Discussions
4. Wait Time
5. Questions to Enhance Discussions
6. Strategies for Answering Student Questions
7. How to Build Rapport with Students to Encourage Discussion
8. Special Discussion Formats

1. What You Need to Consider When Teaching
2. Organizing Your Course
3. Steps in Planning a Course
4. Majors or Non-Majors?
5. Designing Your Course
6. Instructional Strategies
7. Curriculum Themes
8. Laboratories
9. Model Laboratory Experiences
10. Using the Course Evaluation to Organize Your Class
11. Planning Your Course: A Decision Guide
12. Teaching and Learning Strategies

1. Possible Contents of a Syllabus
2. The First Day of Class
3. Preparation Tips for the First Day

1. Student Expectations
2. Perceptions of Students' Readiness for College-Level Work
3. Problem Students
4. Kinds of Problems, and Solutions
5. Dealing with Disruptive Behavior
6. How to Prevent/Deal with Cheating
7. Evolution/Creationism Debate
8. Fostering Creativity in Students
9. What Students Can Do to Help Themselves
10. The P.E.E.L. Method
11. Checking Student Notes
12. Concept Mapping
13. Getting Students to Ask the Right Questions
14. Checklist of Common Sense Activities

LITERATURE CITED

OTHER USEFUL REFERENCES

For more information about obtaining a copy of this, email Gordon Uno at guno@ou.edu WWW: Gordon Uno