A thinking aloud pair problem solving (TAPPS) procedure--two students work cooperatively on a collection of short problems--is outlined, and reading comprehension exercises and sample student thought process protocols are presented. (Author/MLW)

Getting faculty to accept specific suggestions and put them into practice is discussed. Creating a pool of good ideas about teaching and using experienced consultants to help faculty adopt some of these ideas are suggested. Student and faculty questionnaires and an example of a teaching idea packet are included. (MLW)

Six keys to successful instruction in large classes are identified: don't be intimidated, prepare carefully, be natural, be personal, prevent students from feeling insignificant and anonymous, and stay in touch with teaching assistants. (MLW)

Keys to success in the large class are related to (1) adequate preparation before the course begins and (2) being aware of the pulse of the class throughout the semester. Potential problems are identified and suggestions to make large classes function well are offered. (MLW)

Suggestions to help faculty discover ways of achieving interactive, investigatory, and intimate learning environments in large settings are provided. The instructional objective is to empower students to take responsibility for their own learning. (MLW)

Five communication strategies are essential to success in large courses: managing instructor anxiety, using presentation time efficiently, motivating students, communicating enthusiasm, and organizing content. (MLW)

Some of the special challenges associated with evaluation and grading in the large class are discussed. Suggestions for evaluation methods include seeking clarity, reducing the stress of test administration, giving feedback, guarding against errors in record keeping, and returning exams efficiently and with respect. (MLW)

Formative evaluation of teaching is discussed, and ways of obtaining diagnostic feedback that will lead to improved teaching in large lecture classes are examined. A Teacher Behaviors Inventory is included. (MLW)

When students do not enjoy communicating, and when teachers fail to communicate or to understand why their students are not communicating, opportunities for learning are lost. Research and theory about communication apprehension offer ways of understanding and dealing with this important barrier to learning. (MSE)

A teacher's style of communication tells students how to interpret the instructional content and affects students' feelings toward the teacher and the class. A variety of communication styles, style levels, and units of analysis of style are discernable. (Author/MSE)

Humor in teaching can promote a positive and cohesive class atmosphere but can also have unintended negative results if the teacher does not first develop a supportive relationship with the students. (Author)

Classrooms can serve as laboratories for experimenting with collaboration rather than win-lose conflict styles. Productive conflict tactics and patterns of interaction can be used for all parties to learn effective conflict management. (Author/MSE)

Independent study, fieldwork, and peer teaching are particularly well suited to helping outstanding students learn, interact collaboratively, and become contributing members of the academic community. Study options, elements of a study contract, and other components are described. (MSE)

The quality of an honors seminar reflects more than the course content and the instructor's preferred style. It is largely a function of the extent to which the instructor attends to small-group processes, and group dynamics research offers leadership ideas. (MSE)

While the term paper can be a worthwhile teaching device, the project must be carefully structured to be effective. Creative teachers can devise other, equally effective activities to extend student knowledge of and skills in using library resources, such as writing annotated bibliographies, practical research assignments, and projects to evaluate…