Teaching

All classroom instructors should be aware of Section 4.1 of the Bylaws of the Board of Regents of the University of Nebraska, which requires instructors to “inform students

A course syllabus introduces both you and the subject to your students; communicates your goals and expectations; serves as official notice to students about course policies and requirements; and functions as a good learning tool.

Section 4.2 of the UNL Student Code of Conduct is specific about the importance of maintaining academic honesty and integrity in our classrooms.

Beginnings are important. Whether you’re teaching a large introductory course for freshmen or an advanced course in your major field, it makes  good sense to start the semester off well.

Classroom discussions can lead to important student learning. To most effectively use discussion as a teaching and learning tool in your course, consider these suggestions.

Bill Taylor, professor emeritus of political science at Oakton Community College, Des Plaines, Ill., is deeply convinced that academic integrity on the part of both faculty and students is an essential part of any true educational experience.

Students, especially those in nonelective courses, must be motivated to invest the time and effort necessary to succeed.

Socrates taught by asking questions, drawing out answers from his pupils to challenge the completeness and accuracy of their thinking. Here are the six types of questions Socrates posed:

Knowing students’ names helps improve the classroom climate, but for many, learning a large number of names can be difficult and frustrating. But take heart!

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