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 A Berkeley Compendium of Suggestions for Teaching with Excellence

by
Barbara Gross Davis
Lynn Wood
Robert C. Wilson

• 1. Acknowledgments
  2. How to Use the Compendium
  3. Organization of the Suggestions
  4. Source of the Suggestions
  5. Suggestions for Teaching Excellence (Complete list)
  • 
    Section One: Discussing Points of View Other Than Your Own
    Section Two: Discussing Recent Developments
    Section Three: Giving References
    Section Four: Emphasizing Conceptual Understanding
    Section Five: Explaining Clearly
    Section Six: Being Well Prepared
    Section Seven: Giving Lectures That Are Easy to Outline
    Section Eight: Summarizing Major Points
    Section Nine: Identifying What You Consider Important
    Section Ten: Encouraging Class Discussion
    Section Eleven: Inviting Students to Share their Knowledge and Experiences
    Section Twelve: Inviting Criticism of Your Own Ideas
    Section Thirteen: Knowing If the Class Is Understanding You
    Section Fourteen: Having Students Apply Concepts
    Section Fifteen: Giving Personal Help to Students
    Section Sixteen: Relating to Students
    Section Seventeen: Being Accessible Outside of Class
    Section Eighteen: Having an Interesting Presentation Style
    Section Nineteen: Varying Speed and Tone of Voice
    Section Twenty: Motivating Students' Best Work
    Section Twenty-one: Giving Interesting Assignments
    Section Twenty-two: Giving Exams Demonstrating Student Understanding
    Section Twenty-three: Keeping Students Informed of Their Progress
    Section Twenty-four: Making the Most Effective Use of Teaching Assistants
    Section Twenty-five: Developing an Impressive Introductory Large Lecture Course

  
  Appendix A: Student Description of Teaching (Questionnaire)
  Appendix B: Faculty Self-Description of Teaching (Questionnaire)
  Index
  
  
  Copyright 1983 by the Regents of the University of California