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A Little Book on TeachingPreparation for the first day of classes

A Little Book on Teaching: Preparation for the first day of classes CHAPTER 3 3.1 OVERVIEW This chapter provides practical suggestions on getting ready for the first day of classes. The chapter begins by reiterating the theme that we have used throughout the book: our students are our customers. As faculty members we owe our students our very best preparation. A trip is then taken down memory lane to reflect on what we expected from teachers when we were students. The developed list of desired attributes will become what to work towards as faculty members. A brief introduction to ABET accreditation requirements is then provided to include a review of basic terms and most importantly see how our individual courses contribute to program accreditation. The development of a course syllabus, textbook selection, and the development of course material followed by a discussion on proactive methods to establish a good relationship with our students is then discussed. The chapter concludes with a forthright discussion of challenges facing faculty members. 3.2 THE STUDENT AS A CUSTOMER I believe all of us became faculty members because we enjoy working with students. If this is not true, perhaps we should consider a different line of work. At the most fundamental level, our jobs as faculty http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Little Book on TeachingPreparation for the first day of classes

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References (1)

  • Richard Felder (1988)

    674

    Engineering Education, 78

Publisher
Springer International Publishing
Copyright
© Springer Nature Switzerland AG 2012
ISBN
978-3-031-79344-8
Pages
34 –55
DOI
10.1007/978-3-031-79345-5_3
Publisher site
See Chapter on Publisher Site

Abstract

CHAPTER 3 3.1 OVERVIEW This chapter provides practical suggestions on getting ready for the first day of classes. The chapter begins by reiterating the theme that we have used throughout the book: our students are our customers. As faculty members we owe our students our very best preparation. A trip is then taken down memory lane to reflect on what we expected from teachers when we were students. The developed list of desired attributes will become what to work towards as faculty members. A brief introduction to ABET accreditation requirements is then provided to include a review of basic terms and most importantly see how our individual courses contribute to program accreditation. The development of a course syllabus, textbook selection, and the development of course material followed by a discussion on proactive methods to establish a good relationship with our students is then discussed. The chapter concludes with a forthright discussion of challenges facing faculty members. 3.2 THE STUDENT AS A CUSTOMER I believe all of us became faculty members because we enjoy working with students. If this is not true, perhaps we should consider a different line of work. At the most fundamental level, our jobs as faculty

Published: Jan 1, 2012

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