Managing Class Time Articulating Course Aims and Objectives Asking Good Questions in Class Building In Time to Think and Reflect During Class Encouraging Interaction in Science and Engineering Engaging a Large Lecture Class Facilitating Discussion in Humanities and Social Sciences First Day of Class Guiding Students in Using Technology Appropriately—Suggestions for Your Syllabus Helping Students Get More Out of Office Hours How to Engage Students in Lecture Motivating Students to Read Actively Motivating Your Students Moving Forward From Mid-Term Reflection as Learning: Helping Your Students Look Back at the Semester Teaching Disciplinary Thinking Through Small Group Activities Teaching Large Classes—Advice from Faculty Teaching Oral Presentation Skills Teaching With Your Mouth Shut What To Do When Class Discussion Stalls Lesson Planning and Time Management Time Management and Setting Boundaries while Teaching Grading Students and Course Assessment Assessing Student Learning at the End of the Semester: Bloom's Taxonomy Dealing with Students About Grades Designing a Final Exam Worth Grading Evaluating Student Work Getting Feedback on your Teaching Gleaning Insights from the Semester Interpreting Student Evaluations Looking Back to Move Forward Providing Students with Feedback Reading Student Evaluations Understanding Student Learning Creating Course “Flow”: Finding the Balance Between Boredom and Anxiety Cultivating Complexity: Helping Students Recognize and Deal with Plurality and Uncertainty Cultivating Reasoning Skills: Helping Students Recognize and Deal with Uncertainty Guiding Students into Doing the "Work" of Learning Prior Knowledge and Student Learning Promoting Students' Ability to Retain Information and Apply it in New Situations What Do Your Students Know for the Final
