** An acclaimed educator presents hands-on advice on teaching that meets today's emphasis on learning outcomes and assessment

Laurie Richlin

Shirley Ronkowski is Director of the Teaching Assistant Development Program, University of California, Santa Barbara.

Preface Acknowledgments Introduction SECTION ONE 1. Course (Re)design 2. Scholarly Teaching and the Scholarship of Teaching and Learning 3. Scholarly Design Process 4. Professor 5. Students 6. Environment 7. Content SECTION TWO 8. Facilitating Learning 9. Biology of Learning 10. Kolb Experiential Learning Cycle 11. Gardner's Multiple Intelligences; Styles of Learning and Teaching 12. Cognitive Development of College Students 13. Bloom Taxonomies; Motivation 14. Metaphors for the Teaching; Learning Connection 15. Ethics of Teaching 16. Designing Learning Experiences SECTION THREE. Assessing Learning 17. Grading Schemes and Policies 18. From Goals to Assessment 19. Building in Feedback. Classroom Assessment Techniques 20. Tests and Blueprints 21. Assignments and Rubrics SECTION FOUR. Documenting Learning 22. Syllabus 23. Attachments 24. Explanation of Design Choices SECTION FIVE. Learning Resources and Planning Instruments Seven Principles for Good Practice in Undergraduate Education Learner-Centered Psychological Principles Course Portfolio Design. Syllabus, Attachments, and Explanation Revised Teaching Goals Inventory Sample Teaching Goals by Bloom Levels Grasha-Reichmann Student Learning Style Scales Grasha Teaching Styles Inventory. Version 3.0 Instructional Script Ethical Principles in University Teaching Rubrics for Portfolio References Glossary of Course Design Terms Index