PIE Program for Instructional Excellence

TA Handbook

Florida State University
The Graduate School

WELCOME
Congratulations on your appointment as a teaching assistant (TA)at Florida State University. As a teaching assistant , you
are important to the quality of undergraduate education. Overthe course of your assistantship, you will develop your own
style of teaching according to your personality and academic
discipline. There is no magic “best” way to teach; many different
styles work as long as the instructor engages students in theactive learning process and conveys enthusiasm for his/her
discipline. This handbook is a guide to help you get started.
Your professors and peers are excellent resources for assistancewith your teaching.
TA duties range from serving as a grader to full responsibility forteaching a course. Such appointments depend on thediscipline being taught and the instructor’s experience andtraining. They range in time commitment from 10 to 20 hours per
week. Stipends vary from discipline to discipline, but eachdiscipline attempts
to be competitive in its area. Students
should contact the chair or coordinator of graduate students inthe appropriate department for information.
If you have questions about classroom procedures, testing,etc., check with your supervisor in your department or refer toany department-specific orientation materials you may have been
given. Your first obligation is to heed the expectations of yourdepartment and in many cases the professor of record (theprofessor in charge of teaching the course) with whom you work.
The Program for Instructional Excellence (PIE), a unit of the
Graduate School, is dedicated to supporting the efforts of graduate
student teaching assistants through its various university-wide
programs and services. I hope that you will join us for a crossdiscipline discussion of teaching strategies and best practices at
our PIE Coffee Hour & Teaching Workshops. The discussion,coffee and pie are always excellent, and free! All graduate
students, postdoctoral associates, faculty and staff are welcome toattend.
Best wishes for a terrific year—both as a graduate student and asa TA. Please do not hesitate to contact me with questions
or concerns.
Dr. Lisa Liseno,
PIE Program Director

Table of Contents
The Program for Instructional Excellence (PIE) …………………………………...……………1
Basics of Teaching @ FSU Online Training Series ….…...…...………………...…………2
PIE Coffee Hour and Teaching Workshop Series ...............................................2
Outstanding Teaching Assistant Awards ...........................................................3
Graduate Teaching Associate Assistantship Program .......................................4
Preparing Future Faculty (PFF) ..........................................................................5
Preparing Future Professionals (PFP) ................................................................6
Instruction at FSU: A Guide to Teaching & Learning Practices ...........................7
Managing Dual Roles ........................................................................................8
Frequently Asked Questions ............................................................................9
Guidelines to Workload Management ...........................................................11
TIPS for Time Management ............................................................................12
General Teaching Policies @ FSU .....................................................................13
Academic Calendar .........................................................................................14
Attendance .....................................................................................................14
Copyrighted Materials ....................................................................................16
Disabilities.......................................................................................................17
Equal Opportunity, Non-discrimination, and Non-retaliation ........................17
Evaluation of Teaching ...................................................................................18
FERPA .............................................................................................................18
Final Exam Policies .........................................................................................20
Grades ............................................................................................................21
Medical Excuses .............................................................................................22
Office Hours ...................................................................................................23
Posting of Student Grades .............................................................................23
Religious Holy Days ........................................................................................23
Sexual Harassment Policy ..............................................................................24
Syllabus ..........................................................................................................24
Textbooks ......................................................................................................25
What to Do When Problems Arise ...................................................................27
Resources ......................................................................................................28
FSU Teaching Resources ..................................................................................34
Teaching Tips ..................................................................................................42
Teaching Tips for TAs .....................................................................................43
Bringing Out the Best in Your Students .........................................................45
Teaching: A Quick Tip Sheet ..........................................................................50
Ideas for the First Three Weeks ....................................................................52
Factors That Impact Student Learning ..........................................................59
Techniques to Engage Students: Resources on Active Learning ...................60
Classroom Assessment Essentials .................................................................63
Communication Tools for Teaching and Learning .........................................67
Tips for Fostering Diversity in the Classroom ................................................69
Conducting a Laboratory Session ..................................................................71

The Program for Instructional Excellence(PIE)
What is PIE?
The Program for Instructional Excellence, better known as PIE, is auniversity-wide program that provides support for graduate
student teaching assistants (TAs) across disciplines. PIE is a unit of the
Graduate School at FSU. The PIE program is here to assist you in
improving your teaching and in advancing your professional
development while you are a graduate student. We can answer
your questions about teaching or direct you to a helpful resource.
pie.fsu.edu

What services does PIE offer to TAs?
• Basics of Teaching @ FSU online training series• Graduate Teaching Assistant Associate Assistantship• Online resources• Outstanding Teaching Assistant Awards• PIE Coffee Hour & Teaching Workshop Series• Biannual PIE Teaching Conference (Spring & Fall)• PIE Teaching Training Recognition & Advanced Teaching
Training Recognition• Teaching Consultations (departmental & individual)

Whom should I contact regarding my questions aboutteaching at FSU?
Dr. Lisa Liseno,
Director, Program for Instructional Excellencepie-info@fsu.edu
850-645-7318-1-

Basics of Teaching @ FSU Online Training
SeriesThe Basics of Teaching @ FSU online training series is free,open to all FSU graduate students, and is designed to prepare
graduate students to serve as teaching assistants at FSU as
well as prepare them for their future role as faculty members.
There are six modules in this training series:
1. Developing a course syllabus
2. Knowing your teaching environment
3. Using Blackboard for instruction
4. Planning for teaching-learning activities
5. Student assessment
6. Course evaluation and revision
Advanced PIE Teaching Training Recognition
FSU students who have successfully completed the Basics ofTeaching @ FSU online training series in no more than two
consecutive semesters and have attended at least two PIE
Coffee Hour & Teaching Workshops are eligible to receive an
Advanced PIE Teaching Training Recognition.
To enroll, please send a request to: pie-info@fsu.edu

PIE Coffee Hour & Teaching Workshop Series:
Come join fellow TAs and instructors discuss strategies andtechniques that promote excellence in teaching and learning –bring your questions, concerns, and ideas – the coffee and pie
will be provided!

.

*Note: These modules andworkshops can be used forsatisfying requirements for
Preparing Future Faculty (PFF)
and Preparing Future
Professionals(PFP)certificate.
Formoreinformationandregister
for workshops, visit PIE's
Workshop page.
-2-

Outstanding Teaching Assistant Awards
PIE administers the Outstanding Teaching Assistant Awards(OTAA) that recognize graduate student teaching assistants fortheir distinguished contributions to undergraduate student
learning through excellence in instruction. These teaching awards
are nomination-based. FSU students, staff, and faculty cannominate TAs for this award. A committee of experienced TAs andfaculty selects winners based on a teaching portfolio submitted by
the nominee. OTAA recipients receive an honorarium and arerecognized at the annual Celebration of Graduate Student
Excellence held every Spring.

Teaching Portfolio
Nominees submit a teaching portfolio that documents theirteaching skills and accomplishments. As part of the teaching
portfolio, one letter of recommendation from a faculty member
who has worked closely with the nominee is required. Teachingassistant duties vary across campus. This is taken into
consideration when portfolios are reviewed.

Eligibility
To be eligible for an OTAA award, a TA must:• Be an FSU degree-seeking graduate student hired as a TA
and in good academic standing;• Be nominated by an FSU student, staff, or faculty member;• Submit a teaching portfolio by announced deadline;• Exhibit outstanding teaching in the classroom, laboratory, or
online;• Have been involved in undergraduate or graduate instruction
at FSU for at least two semesters;• Be NEITHER an OTAA award winner from a previous year
NOR a current PIE Teaching Associate
Check PIE's OTAA page for complete details regardingthese awards.

-3-Graduate Teaching Associate Assistantship ProgramThis program helps to improve teaching across campus byhelping departments enhance their TA training programs andestablish interdisciplinary connections and community among
graduate student TAs at FSU. This program is designed to be anoutreach to academic departments and programs in support ofindividual departmental TA training development.
A PIE Teaching Associate is an experienced graduate student
teaching assistant (TA) nominated by his/her academic
department and trained by the Program for Instructional
Excellence (PIE). They serve as mentors for other TAs in thedepartment and assist PIE with university workshops,
conferences, teaching awards, and other events. Successful
candidates will demonstrate an interest in pedagogy andteaching related issues and a commitment to university service
and scholarly activities.

Eligibility
A PIE Teaching Associate must:• Be an FSU graduate student in good academic standing• Have prior teaching experience at FSU• Have a TA appointment for the academic year
• Be available for approximately 5 hrs/week during falland spring semesters, plus summer training andannual PIE Teaching Conference• Have a recommendation from home department
Check PIE's Teaching Associates page for more
information, including dates for the information session
and application deadline.

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Preparing Future Faculty (PFF)
The Preparing Future Faculty Programassists
FloridaState’sdoctoralstudents (and others headed toward
academic careers) prepare for future
faculty work. Through participation incoursework,workshops, and mentoring,
PFF Fellows increase their awareness of expectations forfaculty performance and enhance their readiness to address
research, teaching and related demands of faculty life. Goals
include facilitating the placement of FSU students into faculty
positions and supporting the finest scholarly accomplishments of
FSU’s graduates.
Florida State’s Preparing Future Faculty Program has fivecomponents:
Research,Teaching, Career, Mentoring, andPortfolio. The program is offered by The Graduate School withcooperation of the Office of Research, Career Center, Center for
Global Engagement, and a number of Florida State academic
departments and colleges.
Fellows who meet specified requirements, often involving
participation over a two-year period, are awarded a PFF
Graduate Certificate, but individuals may participate in PFF
events without the intent of earning a PFF Certificate. The PFF
Graduate Certificate Program is an academic certificate programthat requires 12 credit-hours. Therefore, a notation will be
included on the transcripts of students/postdoctoral associates
who complete the PFF Graduate Certificate Program.

For information about the PFF program visit the graduate school
website (gradschool.fsu.edu) and click on PFF.
Questions? Please contact:
Dr. Judith Devine
Senior Associate Dean
The Graduate School
jdevine@fsu.edu
850-644-3501-5-

Preparing Future Professionals (PFP)
Many of Florida State University’s
graduate students are master’s
students, with a small percentage of
those students completing a thesis
track. Non-thesis master’s students
typically pursue careers outside ofacademia (e.g., industry, government, non-profits). Some thesis
master’s and doctoral students may also prefer the previous
careers. As a result, the Graduate School developed an
academic certificate (approved October 2011), the Preparing
Future Professionals (PFP) Certificate.
Requirements include 12 credit-hours of coursework approvedby the Graduate School and the major professor/mentor,
professional development workshops and/or seminars, aninternship/practicum or interviews in the field, a resume, and aprofessional portfolio. A notation is added to transcripts ofstudents completing the PFP certificate.
For more information about the PFP program visit the link below
and click on PFP.
gradschool.fsu.edu
Or you may schedule a meeting about the PFP Certificate Programwith:
Dr. Judith Devine,
Senior Associate Dean
The Graduate School
850-644-3501
jdevine@fsu.edu-6-Instruction at FSU:
A Guide to Teaching & Learning Practices
This handbook is designed to help
instructional faculty and graduateteaching assistants who are interested inbeing more effective teachers. It offers
strategies
usedbyexperienced
instructors and presents instructional
methods and techniques following four
components of Instructional Design:
Course Planning, Lesson Delivery,
Student Testing and Grading, andCourse Revision and Evaluation.
Read the chapters online at the link below or download a zipped
file of the entire handbook. This book is used for the Basics ofTeaching @ FSU training series.
http://distance.fsu.edu/instructors/instruction-fsu-guideteaching-learning-practices-7-

Managing Dual Roles(Instructor & Student)

Frequently Asked Questions
How do I manage students who may be close to my ownage?
Not only are many TAs close in age to undergraduates, but somehave also graduated from the same program in which they are
now teaching. As a result, often a TA’s most pressing concern is
how to gain respect and credibility in an instructor role.
Maintaining a professional distance is one way to establish yourpresence as instructor. If you feel you cannot fairly evaluate
someone whom you have known socially, it might be best to ask
the student to enroll in a different section, if at all possible. If thatis not possible, establish clear rules ahead of time with thestudent.
How can I be perceived as credible and in control of theclassroom and still be liked?
Instructors at any level want to be seen as likable, approachable,
and in touch with undergraduate concerns; however, being toosociable and extroverted can undermine credibility, especially forTAs. We suggest that TAs establish explicit, reasonableguidelines early in the term and adhere to them consistently. The
guidelines and the rationale for each one should be included in
the syllabus or distributed as a separate handout. By establishingboundaries at the course onset, the TA is then free to focus on
those strategies that will make learning fun and enjoyable.
How do I balance the conflicting, simultaneous roles ofstudent and teacher?
Reinforced by their teaching successes, TAs may increasingly
spend more and more time on teaching preparation at theexpense of their own coursework. TAs need to remindthemselves continually that their primary objective as graduate
students is to complete their degree. TAs who find they are fallingbehind in their own coursework because of the demands of thecourses they teach should seek advice in their department anddiscuss ways to create more balance in their schedules.

-9-How do I manage the interpersonal problems that may
arise when I teach?
It is important to remember that FSU serves a diverse student
population, and you can expect a range of student abilities,
attitudes, and learning styles. Providing a safe and tolerant
learning environment is one of the requirements for any
instructor. Often, just talking to a student one-on-one and calmly
pointing out a problem will solve it. If the problem continues, you
might invite your faculty mentor to observe your class and offer
suggestions. If the behavior is especially disruptive or difficult,you may wish to consult the staff at the Counseling Center (6442003) or encourage the student to seek assistance from them. It
will usually magnify the problem if you embarrass the student infront of the class or if you resort to sarcasm or anger.
How do I maintain professionalism?
Undergraduates expect a TA to conduct class with the sameprofessionalism as faculty. Consider the following pointers on
maintaining professionalism:• Avoid discussing departmental faculty, other TAs and theirclasses, assignments, grading, or course policies.
• Do not socialize extensively with students outside of classunless it is a whole-class activity. Even the appearance of
flirting with a student can create misunderstandings andcause problems.
• Make certain you understand the FSU policy on sexual
harassment and sexual battery.
• Evaluate students’ work fairly and impartially, and do notdiscuss students’ marks in public or give out a grade toanyone but the student to whom it belongs.
• Prepare for all student-instructor encounters. Meet classes
as scheduled and keep scheduled office hours.
• Use appropriate language and humor.
• Try to stay on track with course topics.

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Guidelines to Workload Management
To avoid crisis situations, begin the semester by creating somerules for yourself. You may not always be able to keep them, but
you should try to adopt them as general guides.
1. If you must establish priorities (and sometimes you must),
remember your own graduate work. One of your greatest
responsibilities is to your graduate program. Thinking
practically, you must realize that your teachingassistantship is dependent upon successful completion ofyour own courses.
2. Do not let the work pile up. Break down long-term goals
into short-term goals. Large blocks of free time are
difficult to find once the semester gets underway; instead,calculate how many papers you would have to read every
day to return the papers to students in a reasonable time.
If you have 30 students in a class, reading four or five
papers each day will enable you to read them all in one
week.
3. Be willing to ask for help as the semester progresses. If
you find yourself consistently behind with both yourgraduate work and your teaching, it is time to reassessyour methods. Speak to your faculty advisor or TA
supervisor about your problem.
4. Learn to say “no.” Many TAs take on too many
responsibilities. It is much better to do a few things welland completely than to do many things poorly andincompletely.

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Tips for Time Management
1. Rank all tasks in their order of importance, which will give you arealistic perspective.
2. Make an outline of all deadlines you must meet during thesemester. This way you can quickly determine what is due andwhat you can delay.
3. Enter all tasks and deadlines in a date book or calendar.
Looking at this date book daily will allow you to maintain arealistic notion of what remains to be done. Flag important
dates in the calendar and write a reminder in your calendar
before the due date for each task, allowing yourself enoughlead-time to complete it.
4. Each evening make up a prioritized “to-do” list for the next day.
Each morning, before you begin your work, go over this list toplan your day, starting with the most critical tasks first.
5. Consider creating a wall chart with critical tasks and dates
marked. Post it over your desk so that you can read it everyday.
6. Use project-management software on your computer toschedule critical tasks and dates.

- 12 -

General Teaching Policies @FSU

General Teaching Policies @ FSU
Academic Calendar
The academic year consists of two semesters, each lasting
approximately 15 weeks. Note that faculty contracts typicallybegin prior to the start of classes. Some instructors teach during
the summer, which is divided into several semester schedulingoptions. A detailed calendar can be accessed in the appropriate
registration
guide
on
the
registrar’s
website:https://registrar.fsu.edu/registration_guide/

AttendanceÞ Mandatory First Class Meeting Attendance Policy
University-wide policy requires all students to attend the first dayof class. Students who do not attend the first class meeting of acourse for which they are registered will be dropped from thecourse by the academic department that offers the course. This
policy applies to all levels of courses and to all campuses andstudy centers. It remains the student’s responsibility to verify
course drops and check that fees are adjusted.
Þ Attendance
The instructor decides what effectunexcused absences will have on
grades and will explain classattendance and grading policies inwriting at the beginning of eachsemester.
Instructors
must
accommodate absences due todocumented illness, deaths in thefamily and other documented crises,call to active military duty or jury duty,
religious holy days, and official University activities and must do
so in a way that does not arbitrarily penalize students who havea valid excuse. Consideration should also be given to students
whose dependent children experience serious illness. All
students are expected to abide by each instructor’s classattendance policy. Students must also provide advance notice ofabsences (when possible) as well as relevant documentation
regarding absences to the instructor as soon as possible
following the illness or event that led to an absence.
- 14 -

Regardless of whether an absence is excused or unexcused,
the student is responsible for making up all work that is missed.
In order to enforce this policy, instructors are required totake attendance at the first class meeting and report absences
to the appropriate person in their department or school/
college. For further information, consult the FSU General
Bulletin. Please note that some colleges and special programs
have more stringent requirements for class attendance: https://registrar.fsu.edu/bulletin/undergraduate/- 15 -

Copyrighted Materials
U.S Copyright Law (https://www.copyright.gov/title17/)protects the interests of those who create knowledge and works
of art; faculty must comply with its requirements.
Supplemental course materials may be placed on print or
Libraries
electronic
reservethrough
University(Course Reserve Information for Students) in compliancewith copyright and fair use guidelines. Also, see “Copyrightand Fair Use” in Section 6 of the Faculty Handbook.

Copyright/Fair Use
Þ General
The educational “fair use” exemption to the
copyright law is often misunderstood. It is
actually a quite limited exemption for classroom
use of excerpts of copyrighted materials. These excerpts mustbe brief and are limited to one chapter, an article from aperiodical or newspaper, a short story or essay, or a chart,
cartoon, diagram, picture or the like. Moreover, the material may
only be used for a single class and may not be developed into apermanent classroom document. An exception would be when acopyright release is obtained from the copyright holder. Socalled course packs compiled by legitimate commercial print
shops usually have been through this copyright release process.
Further information concerning copyright and fair use may befound at: http://guides.lib.fsu.edu/copyrightÞ The Teach Act of 2002
The Teach Act of 2002 essentially extends fair use to online
courses; however, there are certain restrictions. The course must
be set up so that the materials cannot be retained by the student
past the class session and the online instruction must be
mediated by an instructor.
More information on the Teach Act may be found at:
http://distance.fsu.edu/docs/instructors/TEACHAct.pdf- 16 -

Disabilities
The Americans with Disabilities Act requires thatreasonable accommodation be provided for individuals
with documented physical and/or learning disabilities. Students
who are registered with the Office of Accessibility Services(OAS) are accommodated through the combined efforts ofindividual faculty members and the OAS.
https://dsst.fsu.edu/oas
Each course syllabus should include information about
requesting accommodations. See Sample Syllabus
Language approved by the Faculty Senate Curriculum
Committee.

Equal Opportunity, Non-discrimination, and NonRetaliation
Policy Statement: The Florida State University is an affirmative
action and equal opportunity employer supporting a culturally
diverse educational and work environment. The University iscommitted to a policy of equal opportunity, non-discriminationand non-retaliation for any member of the University community
on the basis of race, creed, color, sex, religion, national origin,age, disability, veterans’ or marital status, sexual orientation,
gender identity, gender expression, or any other protectedgroup status. This policy applies to faculty, staff, students,
visitors, applicants,
andcontractors
inamannerconsistent
with applicable federal and state laws,
regulations, ordinances, orders and rules, and University’s
policies, procedures, and processes. It addresses all terms
and conditions of employment in addition to student life,
campus support services and/or academic environment.
The University expressly prohibits unlawful discrimination,harassment, or retaliation, whether in assumption, attitudes,
acts, or policies. Conduct that intimidates by threat, brings
about adversity, or creates a hostile environment, is contrary
to the University’scommitmentofmaintainingaharmonious,
high performance work and educational
environment- 17 -

Retaliation against an individual, who in good faith brings a
discrimination or harassment complaint, participates in theinvestigation of a complaint, or engages in some other protected
activity, is expressly prohibited and will be regarded as aseparate and distinct cause for discipline under theseprocedures.
https://policies.vpfa.fsu.edu/policies-andprocedures/faculty-staff/equal-opportunity-andcompliance-eoc

Evaluation of Teaching
The University evaluates teaching using theStudent Perception of Courses and Instructors(SPCI). Departments may also use additional
methods of teaching evaluation, including peer
evaluations and additional instruments. All
instructors are required to have theseevaluations administered during the last two
weeks of each fall and spring semester for all face-to-faceclasses with at least 10 students. Results of the SPCI section of
the evaluation are public information and are available tostudents online at: https://java.odl.fsu.edu/sussai2/main.jsp

FERPA - Confidentiality of Student Records
The Family Educational and Privacy Rights Act (FERPA) (20
U.S.C. § 1232g; 34 CFR Part 99)(https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html)
guarantees students access to their educational records andprotects those records from unauthorized release to others.
Faculty members may access student records only when they
have a legitimate need to know the information, such as whenserving in an advisory capacity. Faculty must not releaseconfidential information to others.
Because of the risk of identity theft and violation of student
privacy law, grades must never be posted by complete social
security number, and any records containing social security
numbers must be protected carefully and must be shredded
when discarded.

- 18 -

The confidentiality of e-mail is not protected; instructors musthave students’ permission to e-mail grade information. The
password-protected course Website system is the preferred way
to communicate grades to students.
The Registrar’s statement on FERPA rights is found at:https://registrar.fsu.edu/records/ferpa/- 19 -

Final Exam Policy
The University Undergraduate Final Exam Policy states:• Final examinations in all undergraduate courses are
discretionary within any given department.
• All students enrolled in an undergraduate course having a
final examination, including graduating seniors andgraduate students are required to take the examination at
the time scheduled.
Grading• The scheduling of a final examination or a test
Systemin lieu of a final examination at any time otherthan the regularly scheduled final examination
A 4.00period is a violation of University policy.
A- 3.75• A test covering a portion of the semester’s
work which is given in lieu of a final
B+ 3.25
examination, sometimes called “a unit test,”
B 3.00must be given in the regularly scheduled final
examination period.
B- 2.75
The final exam schedule is published on the C+ 2.25
Registrar’s Web site (see below) and is based on
the regular class meeting time or is a block C- 1.75
examination in which all students in certain courses D+ 1.25
take final exams at the same time, regardless ofclass section. Exceptions to this schedule for D 1.00
individual students are made by the academic dean D- 0.75
of the unit teaching the course (in response to a
written request from the instructor). Exceptions to F 0.00
hold the entire undergraduate course exam at atime different from the published exam schedule are consideredby the Undergraduate Policy Committee of the Faculty Senate,
in response to a written request received at least three weeks inadvance.
If a final exam is given in a graduate course, the exam should
follow the established final exam schedule unless clear
arrangements are made with the students and the Registrar’s
Office. Examination papers of students should be kept by faculty
members for one year after the end of the semester. Faculty
members leaving the University before the completion of thatyear should leave the examination papers in the departmental
files.
Registrar’s website: http://registrar.fsu.edu/- 20 -

Course Exams or the annual policy memo from the Office ofFaculty Development and Advancement can be found at:https://fda.fsu.edu/

GradesThe
University
employsaplus/minus grading system where
grades earn the quality pointvalues. Instructors must explain, in
writing, an evaluation (grading)statement that will be used todetermine grades in each course.
Final grades should be reported to
the Registrar’s Office by thedeadline set each semester and inaccordance with the proceduresthat will be communicated by each academic department.
“Incomplete”(“I”) grades should be recorded only in exceptional
cases when a student, for documented reasons, has failed tocomplete a well-defined portion of a course, but was passing thecourse up until the time he or she failed to complete the work.
Even under these circumstances, the authority for determining
whether to grant an “Incomplete” rests with the instructor.
Graduate Teaching Assistants must have approval from thesupervising faculty member to grant an “Incomplete.” (Oneexception to this guideline occurs when an “Incomplete” isapplied as a result of allegations of academic dishonesty thathave not been resolved by the end of a semester.) Deans’ offices
usually provide guidance to instructors regarding individual
cases. Unless an extension of time is requested by the instructor,“Incomplete” grades turn into “Incomplete Expired” (computed as“F” or “U” grades, depending on the course grading format) at theend of the next semester in which the student is enrolled. For thisreason, it is critical that faculty work closely with the student andwith department staff regarding the clearance of an “Incomplete”
grade.
Please see the General Bulletin sections on grading policies
and grade appeals at: https://registrar.fsu.edu/bulletin/- 21 -

Medical “Excuses”
Documentation regarding missingclass because of illness must be
provided by the student to the
instructor in a timely manner.
Instructors may further specify
deadlines for documentation
submission in their syllabi. The
University Health Services will
issue a signed document attesting
to the fact that the student
received medical treatment at the
Wellness
Center.
These
documents, or other medical
information submitted by the student, should be used byinstructors in making decisions regarding whether an absence is
excused but should not be construed as a “medical excuse.”
Ultimately, the authority for deciding whether the documentation
presented by the student justifies an excused absence rests with
the instructor. Also see “Attendance (student)” in this chapter.

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Office Hours
Every member of the teaching faculty is
expected to post (in a conspicuous place) andto honor specific office hours during eachsemester in which he or she conducts classes.
While department expectations vary, faculty
members typically schedule at least one hour aweek for each course taught.

Posting of Student Grades
The password-protected, web-based “Canvas” System is themost secure method for posting student grades. Because of therisk of identity theft and violation of student privacy law, grades
must never be posted by complete social security number, andany records containing social security numbers must be
protected carefully and must be shredded when discarded. The
Family Educational Rights and Privacy Act (FERPA) requires
the student’s consent to public posting of his or her grades byname or other personal identifier, including a portion of the social
security number. When posting grades of students by an
identifier for students who have given such consent, the faculty
member should not arrange the list in alphabetical order.

Religious Holy Days
Florida State University policy on observance of religious holydays provides that each student shall, on notifying his or her
instructor in advance, be excused from class to observe a
religious holy day of his or her faith. While the student will be held
responsible for the material covered in his or her absence, each
student shall be permitted a reasonable amount of time to makeup the work missed. Instructors and University administrators
shall in no way arbitrarily penalize students who are absent fromacademic and social activities because of religious holy day
observance.

- 23 -

Sexual Harassment Policy
Sexual Harassment Policy Statement: Sexual harassment is aform of discrimination based on a person’s gender. Sexual
harassment is contrary to the University’s values and moral
standards, which recognize the dignity and worth of each person,
as well as a violation of federal and State laws and University
rules and policies. Sexual harassment cannot and will not betolerated at Florida State University, whether by faculty,
students, or staff; or by others while on property owned by orunder the control of the University.
Questions regarding the above may be directed to the Office of
Equal Opportunity and Compliance (EOC) at (850) 6456519.
Each faculty and staff member is required to attend a sexual
harassment training session. It is important to review thesepolicies and remember that sexual harassment may occur
between faculty, faculty and staff, faculty and students andbetween students.
See FSU Policy on Sex Discrimination and Sexual
Misconduct.

Syllabus
University policy requires that a course syllabus be distributed at
the beginning of the semester that includes the written course
objectives and an evaluation (grading) statement. This
statement should indicate what procedures will be used toevaluate students and should make it possible to discern theapproximate weight of each grade component. All syllabi should
also include an Americans with Disabilities Act statement,a statement regarding academic integrity, and theattendance policy (if applicable). It is recommended that afaculty member include a statement of his/her policy and/or
expectations regarding classroom conduct and missed work.
Once the course has begun, no changes should be madeto the syllabus that will substantially affect the implementationof the instructor’s grading [evaluation] statement.
For more information, download Instruction at FSU and check
Chapter 3.
- 24 -Textbook Notification
The Board of Governors’ interpretation of the 2008 legislative HB
603 (2008-78 Laws of Florida) regarding textbook affordability
and notification requires state universities to:••

Not later than the beginning of course registration for eachterm, the instructor or designee shall identify in theuniversity’s textbook assignment application the
textbooks and instructional materials both required orrecommended for use in each course section. This
information will be available online to students through the
textbook assignment application (A course added less thanforty-five (45) days prior to the first day of classes is exempt
from this notification requirement.)
Include as part of the list the titles, all authors listed,
publishers, edition numbers, copyright dates, publisheddates, and other information necessary to identify the
specific textbooks required for the course.

Textbook Use
Requiring the use of a textbook
written by the instructor of thecourse, by a relative of the instructor,
or by a team of authors that includes
the instructor, is considered a conflictof interest when the potential royalty
income exceeds $500 (Section
112.313, Florida Statutes). If a faculty member wishes to use atextbook under these circumstances and will receive more than$500 in one year from that use, he or she must request
permission from the President in writing, through the Office ofFaculty Development and Advancement. The memo should
include a justification of why the required textbook is the only one
suited for the author’s class, the number of students expected toenroll in the class for each term, and include as part of the list:- 25 -

•Book title;•
All authors;•
Publishers;•
Edition number;•
Copyright dates and published dates; and•Other information necessary to identify the
specific textbook required for the course
For more information, download Textbook Adoption
Application Guide.
Textbook Orders
In response to concerns expressed by students regarding
the escalating price of textbooks, the Faculty Senate and the
Office of Faculty Development and Advancement urge all
instructors to:•

Place orders for textbooks required for fall courses by midMay or earlier; for spring courses by mid-September or
earlier; and for summer courses by first of April or earlier;•

Make decisions regarding adoption of new textbook editions
very carefully. If there are no substantive changes in a newedition, consider staying with the current edition.

All textbook orders must be placed with the FSU Bookstore
not later than the beginning of course registration of the term,so that all required textbooks for each course can be listed on
the FSU Bookstore website in compliance with this new
posting requirement.

- 26 -

What to Do
If Problems AriseWhat to Do if Problems Arise
The Florida State University has several policies andprocedures in place that can help to resolve problems that arisein the academic environment. The Academic Honor Policyemphasizes the University’s values regarding academic integrity
and outlines procedures for resolving cases of alleged
dishonesty (cheating, plagiarism, etc.) that occur. The grade
appeals policy handles students’ concerns about final grades ina course, and the Student Conduct Code helps faculty respondto inappropriate student conduct not directly related to theintegrity of their academic work. The sexual harassment policy
protects the rights of both faculty and students to an environment
free of intimidation, and the general grievance process helps
to resolve situations in which students allege that academic
regulations and procedures outside the realms of grade appeals
and academic integrity have been improperly applied. In specificinstances, the Faculty Senate Student Academic Relations
Committee (SARC) serves as the final arbiter for both generalgrievances and grade appeals.

Resources:
Academic Honor Policy
The active involvement of all faculty members is essential to theeffective implementation of the Academic Honor Policy. For thisreason, all instructors should familiarize themselves with thispolicy. The policy and all associated forms may also be foundonline at: http://fda.fsu.edu/Academics/Academic-HonorPolicy Questions should be directed to the Office of Faculty
Development and Advancement (850-644-6876).

- 28 -

Class Disruption
Students are expected to participate in class activities withoutcausing disruption or infringing on the rights of others. They arealso expected to comply with the reasonable order of any
University official, including an instructor.
Behavior that does not meet these standards can subject thestudent to charges under the Student Conduct Code(http://dos.fsu.edu/srr/conduct-codes/student-conductcode). Instructors may ask students to leave class when their
behavior is disrupting the learning process.
Instructors who have concerns about disruptive student behavior
should contact the Dean of Students (850-644-2428 or
https://dos.fsu.edu/). The FSU Police Department (911, 850644-1234 or http://police.fsu.edu/) will respond directly toclassroom situations at any time and should be called if an
instructor believes that a class disruption might pose a risk to his
or her safety or to the safety of students. The Student Situation
Resolution Team coordinates communication and problemsolving efforts in situations involving distressed and distressing
students whose behavior is causing concern to the University
community. It may be accessed by contacting either the Dean ofStudents or the Office of Faculty Development and Advancement(http://fda.fsu.edu).

- 29 -

Grade Appeals
The grade appeals system affords an opportunity forundergraduate or graduate students to appeal a final course
grade under certain circumstances. Faculty judgment of student
academic performance is inherent in the grading process andhence should not be overturned except when the student canshow that the grade awarded represents a gross violation of the
instructor’s own specified grading standards and therefore wasawarded in an arbitrary, capricious, or discriminatory manner.
The grading standards utilized during the grade appeals process
are those that were contained in the instructor’s syllabus at the
beginning of the semester. The system does not apply to
preliminary or comprehensive exams or to thesis or dissertation
defenses; related issues are reviewed by the Student Academic
Relations Committee via the Office of Faculty Development andAdvancement.
Step 1. Within 15 calendar days following the date that final
grades are made available to students, the student must contact
the instructor in question to discuss the grade and attempt toresolve any differences. The student should document any
attempts to contact the instructor to establish that the appeal
was begun within this 15-day period. In the event that the
instructor is not available, the student should provide that
documentation to the instructor’s program or department chair.
Either the student or the instructor may consult with theappropriate program or department chair during this process.

- 30 -

Step 2. If no resolution is reached within this 15-class-day
period, after the student’s documented attempt, the student has
an additional 10 class days to submit a written statement to thedepartment chair, school director, or designee. Within 20 classdays thereafter, the department chair, school director, ordesignee will set a date for a meeting of a grade appeals
screening committee composed of three students enrolled in
the academic unit offering the course to review the appeal.
These students should be either undergraduate or graduate
students, depending on the enrollment status of the student
challenging the grade. The meeting should occur within that 20class-day period, if practicable. Appropriate students who haveno conflict of interest will be chosen to serve on this screening
committee by a student organization associated with theprogram or department, if such an organization exists. If none
exists or if members of such an organization are not available,
the department chair, school director, or designee will selectappropriate students who have no conflict of interest. Both thestudent and the instructor may attend the meeting, as may thedepartment
chair,
schooldirector,ordesignee.
*The role of the screening committee is solely to determine
whether the student has presented sufficient evidence to warrant
further review. Within five calendar days after this meeting, thescreening committee will render its decision in writing(recommend/do not recommend further review) to the programor department chair, the student, and the instructor. A
negative decision will end the appeal. A positive decision will
trigger the next step in the process.
See the Grade Appeals System Document.

- 31 -

Step 3. Within 15 class days of a positive decision from thegrade appeals screening committee, the department chair,school director, or designee will appoint and arrange for ameeting of a grade appeals board. The meeting should occur
within that 15-classday period, if practicable. The board iscomposed of three faculty members and two students otherthan those who served on the screening committee. Thesestudents should be either undergraduate or graduate students,
depending on the enrollment status of the student challenging
the grade. The purpose of this board is to determine whether
or not to uphold the final grade assigned by the instructor. The
board will consider only the evidence provided by the student
and the instructor in making the determination. The student,
the instructor, and the department chair, school director, ordesignee may attend the meeting.
The grade will be upheld unless the evidence shows that thegrade was awarded in an arbitrary, capricious, or
discriminatory manner, as a result of a gross violation of the
instructor’s own evaluation (grading) statement. If the original
grade is not upheld, the board will recommend that analternative grade be assigned by the department chair, school
director, or designee.
If the student has evidence that this grade appeals process
has deviated substantially from these established procedures,
resulting in a biased decision, the student may consult with
the Office of Faculty Development and Advancement
regarding referral to the Faculty Senate Student Academic
Relations Committee.

- 32 -

Grievances (students on main campus)
Students who allege that academic regulations and procedures
have been improperly applied in specific instances may havetheir grievances addressed through the general academic
appeals process. In this process, the student brings a complaint
first to the instructor, then to the department chair, and finally tothe academic dean appropriate to the course involved, stoppingat the level at which the complaint is resolved. If no resolution isreached, the student brings the complaint to the attention of the
Office of Faculty Development and Advancement for either
resolution or referral to the Student Academic Relations
Committee of the Faculty Senate. A graduate student whose
complaint is unresolved must see the Dean of The Graduate
School prior to meeting with the Office of Faculty Development
and Advancement.
The Student Academic Relations Committee has the authority todirect, through the Vice President for Academic Affairs, that
corrective action be taken when justified.

Student Academic Relations Committee
The Faculty Senate Committee on Student Academic Relations(SARC) hears appeals from students who allege that decisions
about their academic work have been made improperly or
unprofessionally in colleges or schools. The Committee is a lastresort for grievances and does not rule on academic work itself,
but on procedures and faculty actions that affect academic workor evaluations of work. Referral to SARC takes place through the
Office of Faculty Development and Advancement.

Student Conduct CodeThe Student Conduct Code, which governs disruptive behavior
in the classroom as well as other non-academic expectations forstudent conduct, can be found at:https://sccs.fsu.edu/conduct-codes/student-conduct-codes
The Student Conduct Code is implemented by the Office of Student
Rights and Responsibilities, Dean of Students Department.
https://dos.fsu.edu/- 33 -FSU Teaching Resources

Teaching Assistants (TAs) should be aware of the types ofavailable resources at FSU to support them and their students.
Programs and services that can help TAs with their teaching
responsibilities as well as some that support undergraduate
students are listed in this section. If you need detailed information
about the range of services available at the University refer to:• The Florida State University General Bulletin(undergraduate edition) at:
https://registrar.fsu.edu/bulletin/undergraduate/• The Graduate Bulletin at:• https://registrar.fsu.edu/bulletin/graduate/• The Graduate Student Handbook at:https://gradschool.fsu.edu/newcurrent-students
The Program for Instructional Excellence (PIE)at the Graduate School provides university-wide
support for the teaching efforts of graduate
student teaching assistants through its various
services. PIE also assists departments with
graduate student teaching training needs, as well as in improving
TAs’ instructional skills and knowledge of University regulations
regarding teaching. http://pie.fsu.edu
Academic Center for Excellence (ACE)The mission of ACE is to help all FSU
undergraduate students develop study
skills and personal success habits thatenhance learning to promote thehighest level of scholarship andacademic achievement. ACE assists
students with time management,
organizational strategies, effective notetaking, preparing for exams, and so forth. Additionally, ACE plays
a key role in connecting undergraduate students to the range ofacademic support services and programs that are available at
Florida State University.
http://ace.fsu.edu- 35 -

Assessment and Testing
Assessment & Testing at the Office of Distance Learning offers
services to students, instructors, and administrators. These
services include testing unit exams, proctored distance learning
exams, testing unit guidelines for students, course evaluations,scanning services, and other services. Instructors can also findinformation about creating and administering tests andassessments on the website.
http://distance.fsu.edu/testing
Canvas User Support
Canvas is the main learning management
system (LMS) used at FSU, for students,
instructors and administrators. If you need
any help, go to Support tab after you login,then search by categories, or contact theSupport via the Need Help section.
Career Center
The Career Center has many resources toassist in achieving career- related goals as you
follow your path through graduate school. They
can help you identify tools associated with job
searches, credentials, internships, job listings,
careerexpos,
marketingyourskills,professional
associations,relocation
information, executive search firms, lifechanges/transitions,andfinancialaid
resources. http://www.career.fsu.edu
Center for Academic Retention and Enhancement (CARE)

CARE operates to provide equity andaccess to traditionally
underrepresented students
disadvantaged by virtue of educationaland socioeconomic reasons. It ishoused as a dual-reporting department
in both the Division of Student Affairs
and Division of Undergraduate Studies.
Website: https://care.fsu.edu/aboutcare- 36 -

Center for Global Engagement (CGE)
The CGE facilitatesinternational diversity
and fosters global
understanding andawareness within the
FSU community. It
provides support
services tointernational students, scholars, faculty and staff, and provides
information about intercultural programs and international
exchange programs.
http://www.cge.fsu.edu
Division of Student Affairs
MissionThe Florida State University
Division of Student Affairs
empowers and supports all
students to achieve their fullpotential. Vision: We believein the power of the student
experience to develop
graduates who positively impact the world. Values: To support
learning and success, we uphold our values of community,
student development, inclusivity, and well-being. Website:
https://studentaffairs.fsu.edu/strategic-direction/mission-visionvalues
FSU International Programs
Florida State University International Programs
providesqualityinternational
learning
environments where students are challenged tobe learners, leaders, achievers and contributors
within a global community. International
Programs
iscommitted
toprovidingopportunities for students to explore, perceive
and understand intercultural issues throughengagement with global problems, international
cultures, and foreign languages.
https://international.fsu.edu/- 37 -

Florida State University Libraries
The mission of University Libraries is to support and enhance thelearning, teaching, research, and service activities of the Florida
State University by providing organized access to quality
information in all formats, promoting information literacy,preserving information, and engaging in collaborative
partnerships to disseminate ideas to advance intellectual
discovery.
Teaching Assistants and theirstudents can take advantage
of many library services. The
UBorrow and Interlibrary Loan
services allow FSU students
to request books and articles
from other libraries acrossFlorida and the world.
Research assistance is offered by professional librarians inperson, over the telephone, via e-mail, and through live Internet
chat sessions. Library and information literacy instruction
sessions are available upon request to classes and groups inlibrary instruction rooms or your classroom. Library liaisons offer
resources and assistance customized to each academic
department’s needs. University libraries offers a variety oftutoring and other academic services. The Libraries arecommitted to offering as many resources to distance learners as
possible, including virtual research assistance, delivery of librarymaterials, and online instruction sessions.
Supplemental materials forcourses may be placed oncourse reserve for thesemester when the course isoffered. Materials placed onreserve in the library may
includebooks
andvideos/DVDs and may be
items from the Libraries’ collection or personal copies belonging
to the instructor. Links to electronic journal articles, bookchapters, and many feature films can be added to course
Blackboard sites. Any items placed on reserve must meet theconditions of copyright law.
- 38 -

Teaching Assistants are eligible to register for the Library
Express Delivery service. LED is a service that delivers materials
from the Libraries’ collection as well as materials from otherlibraries requested through UBorrow and Interlibrary Loan todesignated department locations.
Þ FSU library guide to copyright
http://guides.lib.fsu.edu/copyrightÞ FSU library guide to plagiarism
http://guides.lib.fsu.edu/plagiarism
Þ Find more information on these and other services at:
http://www.lib.fsu.edu

Florida State University Police Department (FSUPD)
The mission of the Florida State University Police
Department is to support the mission of the Florida
State University by promoting a safe and securehigher education environment while providing
proactive police and customer-related services
aimed at reducing crime
http://www.police.fsu.edu

Florida State University Registrar (FERPA information)
Each semester, the Florida State University
publishes information for students and the
public regarding their rights and protection of
their education records under the Family
Educational Rights and Privacy Act of 1974, as
amended.
https://registrar.fsu.edu/records/ferpa/

The Graduate School
The Graduate School supports graduate
students in every program. They provide
freeprofessional
development
workshops as well as manage thePreparing Future Faculty (PFF) andPreparing Future Professionals (PFP)
graduate
certificate
programs.
http://www.gradschool.fsu.edu- 39 -

Instruction at FSU
Instruction at FSU: A Guide to Teaching & Learning Practices isa handbook designed to help instructional faculty and graduateteaching assistants who are interested in being more
effective teachers. It offers strategies used by experienced
instructors and presents
instructional
methods
andtechniques following four components of Instructional Design:
Course Planning, Lesson Delivery, Student Testing andGrading, and Course Revision and Evaluation. The handbook
is available here: Instruction at FSU.

Office of Distance Learning (ODL)ODL manages FSU Canvas (https://
support.canvas.fsu.edu/kb/article/801-about-fsu-canvastechnical-support-from-fsu-office-of-distance-learning/)
and Canvas Support Center. They provide support to online
learning students, to FSU instructors of online courses,
and to administrators.
They
also
offer
group
or
individualized Canvas training sessions.

Office of Financial Aid
The Office of Financial Aid exists to assist students withsecuring federal, state and institutional financial aid toachieve their degree. The types of financial aid include
scholarships, grants, and loans, for undergraduate andgraduate students. For more information, go to: http://
financialaid.fsu.edu

Reading-Writing Center

The Reading Writing Center is part of the
English Department at FSU. It offers FREE
one-on-one reading and writing tutorials to
all FSU students. Go to their website formore information.
http://wr.english.fsu.edu/ReadingWriting-Center- 40 -

Office of Accessibility Services (OAS)
OAS is committed to ensuring
universal access for each Florida
State University student.
The OAS creates an environment of success through theprovision of academic, housing, & dining accommodations,
testing support, assistive technologies, and space for students
to feel they are part of the FSU community. For details ofservices provided,visit https://dsst.fsu.edu/oas

Counseling and Psychological Services at FSU

No matter how well-educated
we become, we all could use ahand in facing the challenges
that life presents. Counseling & Psychological Services is awelcoming and confidential place to come and we are here to
help! We are enthusiastic about assisting our students with all
kinds of questions and concerns, like homesickness, struggles
with relationships, sexual identity and gender questions, culturalissues, eating and body image, substance use, worries, anddepression. Our licensed and professionally-trained staff offer
counseling services to those currently enrolled at FSU in avariety of ways: through one-on-one sessions, couples
sessions, group sessions, and walk-in services for urgent
situations. Because student fees cover these services, there isno out-of-pocket expense for any visit.
https://counseling.fsu.edu/

University Health Services
University Health Services provides
medical care and outreach services toa diverse student population andeligible recipients in a safe andsupportive environment. In addition,
support services regarding healthinsurance,
immunizations
andcompliance are also provided.
http://www.tshc.fsu.edu- 41 -

Teaching Tips

Teaching TIPS for TAs
Seven Principles for Good Practice in Undergraduate
Education
The “seven principles for good practice in undergraduate
education,” originally framed by Arthur Chickering and Zelda
Gamson in 1986, is a concise summary of decades of
educational research findings about the kinds ofteaching/learning activities most likely to improve learning
outcomes.
1. Good practice encourages student-faculty contact.
Frequent student-faculty contact in and out of classes is themost important factor in student motivation and involvement.
Faculty concern helps students get through rough times andkeep on working. Knowing a few faculty members wellenhances students’ intellectual commitment and encourages
them to think about their own values and future plans.
2. Good practice encourages cooperation among students.
Learning is enhanced when it is more of a team effort than asolo race. Good learning, like good work, is collaborative andsocial, not competitive and isolated. Working with others often
increases involvement in learning. Sharing one’s own ideas andresponding to others’ reactions improve thinking and deepen
understanding.
3. Good practice encourages active learning. Learning is not aspectator sport. Students do not learn just sitting in classes
listening to the teacher, memorizing pre-packaged
assignments, and spitting out answers. They must talk about
what they are learning, write about it, relate it to pastexperiences, and apply it to their daily lives. They must makewhat they learn part of themselves.

- 43 -

 Good practice gives prompt feedback. Knowing what you
know and don’t know about learning is key. Students needappropriate feedback on performance to benefit from courses. To
get started, students need help to assess their prior knowledge
and competence. In classes, students need frequent
opportunities to perform and receive suggestions for
improvement. At various points during the semester until the end,
students need chances to reflect on what they have learned, what
they still need to know, and how to assess themselves.
 Good practice emphasizes time on task. Time plus energy
equals learning. There is no substitute for time on task.
Learning to use one’s time well is critical for students andprofessionals alike. Students need help in learning time
management. Allocating realistic amounts of time means
effective learning for students and effective teaching for faculty.
How an institution defines time expectations for students,
faculty, administrators, and other professional staff canestablish the basis for high performance for all.
Good practice communicates high expectationt

Expect more and you will get it. High expectations are important
for the poorly prepared, for those unwilling to exert themselves,and for the bright and well-motivated. Expecting students toperform well becomesaself-fulfilling
prophecywhenteachers and institutions hold high expectations for themselves.
 Good practice respects diverse talents and ways oflearning. There are many roads to learning. People
bring different talents and styles of learning to college.
Brilliant students in the seminar room may be all thumbs in thelab or art studio. Students rich in hands-on experience may not doso well with theory. Students first need the opportunity toshow their talents and learn in ways that work for them, then they
can be pushed to learn in new ways that do not come so easily.
SOURCE: Chickering, A.W., and Gamson, Z.F. (1991). Applying theSeven Principles for Good Practice in Undergraduate Education. New Directions for
Teaching and Learning. Number 47, Fall 1991. San Francisco: Jossey-Bass Inc- 44 -

Bringing Out the Best in Your Students
Students are in charge of their own success. Their choices on adaily basis will determine what they learn in your class and theirability to apply it to future coursework. However, as a faculty
member, you have significant influence on their learning andstudy behaviors. Here are some strategies for “bringing out thebest” in your students!
1. Require students to attend class.
• Takeattendance– manyinstructors
areusing tools such as Canvas to take attendance. (Andexperience shows that course pass rates increase whenattendance counts!)• Include a provision in the syllabus regarding
how unexcused absences will impact final grade.
• Give quizzes periodically and/or on days thatstudents are likely to skip class.
• Encourage attendance and share your own
rationale about why it is important.
• Refer students to their dean’s office to discuss
their options if they are missing class excessively for
health or personal reasons.
2. Give timely feedback on tests and assignments so thatstudentsknowwheretheystandandgethelpearlyif
needed.
• Design your syllabus so that students know their gradeson several assignments and/or tests by the beginning of
the 7th week (last week to drop classes) or the 8th week
(mid-term). This will give them time to make changes or
get help!
• Make grading a time-sensitive priority and use theBlackboard grade book to post grades.
• Provide ways for students to review their test errors sothey can learn from them.

- 45 -

3. Make it personal -- get to know students individually as
much as possible.
• Use photo rosters to learn student names in and before
class.
• Encourage students to visit during your office hours.
• If class size permits, include an individual or groupmeeting with the instructor as part of the course
requirements.
• Meet with students individually to discuss disruptive or
inappropriate behavior.

4. Encourage the highest level of academic integrity among
your students.
• Discuss the Academic Honor Policy on the first day ofclass.
• Change test material for different sections andsemesters.
• Break large writing assignments into stages (e.g., topic/
outline, draft, final).
• Develop unique writing assignments for which it isdifficult for students to use another’s work.
• Require students to submit their assignments via Safe
Assignment or Turnitin Assignment on Blackboard.
• Meet with a student immediately if you suspect anacademic honesty violation. Contact the Office ofFaculty Development and Advancement for guidance
regarding this process.

- 46 -

5. Take the time to teach study skills and success strategies
in the context of your discipline.
• Give advice about how to take notes on your lecture.
(Math notes are different from history notes – and printed
PowerPoint slides don’t always make good notes!)• Post sample problems or study resources onBlackboard.
• Utilize techniques that promote student engagementwith course content beyond passively sitting andlistening (e.g., panel discussions, student debates, orteam-based learning).
• Provide examples of how
successful students havestudied for your tests in thepast (e.g., practice essay
questions for higher level
thinking vs. memorization).
• Encourage students to consult
withtheReading/Writing
Center or other tutors as theywork on draft papers or
projects.
6. Let students know what you expect in the classroom andhow you grade.
• Review your syllabus on the first day to highlightimportant policies, dates, and expectations.
• Explain your grading rubrics to students – what
constitutes an “A” grade vs. a “C” grade?
• Provide clear directions on assignments and establish
deadlines in advance so that students can plan
accordingly.
• Provide individual and group feedback on returned
assignments. Share examples of high-quality work sothat students can better understand your expectations.

- 47 -

7. Identify and encourage talent.
• Discuss your research agenda and your discipline withstudents who express an interest in learning more about
you and your career.
• Agree to serve as a faculty mentor for an undergraduate
student interested in research opportunities. Contact the
Office of Undergraduate Research for more information.
• Encourage the Honors in the Major (thesis) foroutstanding undergraduate students. Contact the
University Honors Program for more information.
• Make students aware of opportunities to compete fornational scholarships or fellowships, especially as
related to your discipline or experience. Contact the
Office of National Fellowships for more information.
• Encourage your advanced students to become a tutor
with one of our on-campus peer tutoring programs in
Academic Center for Excellence (ACE).
8. Refer students to on-campus academic support services
if they need outside help with subject matters, study
skills, or time management.
• Let students know about review sessions, study groups,
or on- campus tutoring opportunities in class, via
Canvas, and on your syllabus.
• Include the FSU Tutoring Statement in your syllabus sothat students know where to go for a comprehensive listof free on- campus tutoring programs.
• Refer students to ACE for study skills workshops, credit
courses, personal academic consultations, and web
resources.
• Visit the ACE website for a complete list of academic andstudent support services at Florida State University.

- 48 -

Sources of this section:• Academic Center for Excellence (ACE)
http://ace.fsu.edu
ace@admin.fsu.edu(850) 645-9151• Office of Faculty Development and Advancement
http://fda.fsu.edu• Office of National Fellowships
http://onf.fsu.edu• Center for Undergraduate Research and Academic
Engagement
https://cre.fsu.edu/- 49 -

Teaching: A Quick Tip Sheet
Organization:••

Be prepared
Organize the class time:oBeginning: Short review of lecture of last weekoMiddle: This is the content for that class period;
present problems with examples and be aware ofwhere students typically have problems.

oConclusion: Discuss next class time, assignments, andwhat they should have learned during this class.

Professionalism:• Dress for respect• Start class on time and end class on time
• Respect all students

Communication:• Get to know your students (on a professional level)oCome early to class and stay a few minutes lateoLearn students’ names and call them by nameoIntroduce yourself (your educational background, why
you’re interested in this discipline, why you chose FSU,
and any previous teaching experience).

• Make eye contact with students- 50 -

• Promote interaction by:oEncouraging questions (e.g. verbal cues: “Why is thattrue?”, “How is that different from...?” and “Can you
elaborate?”)oResponding to students’ questions in a constructiveway (e.g. verbal cues: “Correct, however you mightwant to also think of …”,“That’s a great point I hadn’t
thought of that” and “I can see how it might appear
that way, but remember rule…”).

oAsking open-ended questions (e.g. verbal cues:“How did you arrive at that answer?” “How doesthat compare…?”)• Make every effort to be heardoAddress the students when you have a question or are
answering a questiono

Project so that everyone can hearo

Repeat questions so that all students know whatquestion you are answering• Make every effort to be understoodoPronounce your name for the studentsoDiscuss your accent if appropriateoEncourage students to ask for clarificationo

Let students know, verbally, when you don’t
understand them

• Use language and voice as a tool for organization and gaining(regaining) student attentiono

Use organizational language to help students organize
their thoughts (e.g. verbal cues: “First, we’re going to…”,“Next, we’re going to discuss…”, “Finally…”)oBe organized in your delivery of materials, and makethat organization clear both verbally and visuallyoBe expressive- Modulate your voice by emphasizing
important points and changing your tones to increase
attention. Don’t use a monotone voice!
- 51 -

Ideas for the First Three Weeks
Helping Students Make Transitions
1. Hit the ground running on thefirst day of class with
substantial content.
2. Take attendance: roll call,
clipboard, sign in, seating
chart.
3. Introduce teaching assistantsby slides, short presentation, or self-introduction.
4. Hand out an informative, well-designed, and user-friendly
syllabus.
5. Give an assignment on the first day to be collected at the next
meeting.
6. Start laboratory experiments and other exercises the firsttime lab meets.
7. Call attention (written and oral) to what makes good lab
practice: completing work to be done, procedures,
equipment, clean up, maintenance, safety, conservation of
supplies, full use of lab time, etc.
8. Administer a learning style inventory to help students find out
about themselves.
9. Direct students to the Academic Center for Excellence (ACE)for help on learning skills, time management, and othersupport.
10. Tell students the estimated time they will need to study forthis course.
11. Hand out supplemental learning aids: library use, study tips,
supplemental readings and exercises.
12. Explain how to study for the types of tests you give.
13. List ground rules in your syllabus regarding absence, latework, testing procedures, grading, and general decorum, andmaintain these rules.
14. Announce office hours frequently and hold them.
15. Show students how to handle learning in large classes andin personal situations.
- 52 -

16. Give sample test questions and answers.
17. Explain the differences between legitimate collaboration andacademic dishonesty.
18. Seek out a different student each day and get to know
something about them.
19. Ask students to write about what important things are
currently going on in their lives.
20. Find out about students’ jobs if they are working (how many
hours a week, and what kinds of jobs they hold).
Directing Students’ Attention
1. Greet students at the door when they enter the classroom.
2. Start the class on time.
3. Make a grand stage entrance to hush a large class and gain
attention.
4. Give a pre-test on the day’s topic.
5. Start the lecture with a puzzle, question, paradox, picture, or
cartoon on slides or transparency to focus on the day’s topic.
6. Elicit
student
questionsandconcerns at the beginning of theclass and list them on the
chalkboard to be answered during
the hour.
7. Have students write down what they
think the important issues or key
points of the day’s lecture will be.
8. Ask students who read the student
newspaper what is in the news
today.
Challenging Students
1. Have students write out their expectations for the course andtheir own goals for learning.
2. Use various forms of presentation in every class meeting.

- 53 -

3. Stage a figurative “coffee
break” about 20 minutes
into the hour: tell an
anecdote, invite students to
put down pens and pencils,
refer to a current event,shift media.
4. Incorporate
community
resources: plays, concerts, government agencies,
businesses, and the outdoors.
5. Show a film in a novel way: pause it for discussion, show only
a few frames, anticipate ending, hand out a viewing or
critique sheet, play and replay parts.
6. Form a student panel to present alternative views of thesame concept.
7. Share your philosophy of teaching with your students.
8. Stage a change-your-mind debate with students moving todifferent parts of the classroom to signal change in opinion
during the discussion.
9. Conduct a “living” demographic survey by having students
move to different parts of the classroom: size of high school,rural vs. urban, or consumer preferences.
10. Tell about your current research interests and how you got
there from your own beginnings in the discipline.
11. Conduct a role-play to make a point or to lay out issues.
12. Let students assume the role of a professional in thediscipline: e.g. philosopher, literary critic, biologist,
agronomist, political scientist, engineer.
13. Conduct idea-generating or brainstorming sessions to
expand horizons.
14. Give students two passages of material containing
alternative views to compare and contrast.
15. Distribute a list of the unsolved problems, dilemmas or greatquestions in your discipline and invite students to claim one
as their own to investigate.
- 54 -

16. Ask students what books they’ve read recently.
17. Ask what is going on in the state legislature on this subject
which may affect their future.
18. Let your students see the enthusiasm you have for yoursubject and your love of learning.
19. Take students with you to hear guest speakers or special
programs on campus.
20. Plan a lesson or unit to show the excitement of discovery inyour discipline.
Providing Support
1. Provide hours where you may becontacted via phone or email and/or
emailing response time policies.
2. Use FSU or Canvas emails to checkon absentee students.
3. Diagnose
students’prior
knowledge regarding course
prerequisites by questionnaireor pre-test ant give them feedback as soon as possible.
4. Hand out study questions or study guides.
5. Be redundant; students should hear, read or see key material
at least three times presented in three different ways.
6. Allow students to demonstrate progress in learning: summary
quiz over the day’s work or a written reaction to the day’s
material.
7. Use non-graded feedback to let students know how they are
doing: post answers to ungraded quizzes and problem sets,
exercises in class, oral feedback.
8. Reward behavior you want: badges, tokens, etc.
9. Be approachable: smile, tell a good joke, break test anxiety
with a sympathetic comment.

- 55 -

10. Organize. Give visible structure by posting the day’s “menu”
on the whiteboard, smartboard, etc.
11. Use multiple media: overhead, slides, film, video, audio
recordings, models, sample material.
12. Use multiple examples, in multiple media to illustrate key
points and important concepts.
13. Make appointments with all students (individually or in small
groups).
14. List important FSU resources such as tech support andtutoring on your Canvas site.
15. Keep important course dates clearly visible in your syllabus
and/or in the Canvas calendar.
16. Engage with your students' academic and career interests
by encouraging their independent exploration of the content.
17. Maintain an open lab grade book with current grades duringlab time so that students can check their progress.
18. Encourage students to communicate. Consider conducting
mid-semester check-ins to check students' progress.
19. Tell students what they need to do to receive an “A” in yourcourse. Make grading policies clear overall.
20. Don't be afraid to ask for help from your supervisor or othercampus organizations when you need it.

- 56 -

Encouraging Active Learning
1. Have
students
write
something.
2. Have students keep
journals in which theycomment ask questions
and answer questions
about course topics.
3. Invite students to critiqueeach other’s essays or
short answer on tests for readability or content.
4. Invite students to ask questions and wait for the response.
5. Probe student responses to questions and wait for the
response.
6. Put students into pairs or “learning cells” to quiz each otherover material for the day.
7. Give students an opportunity to voice opinions about the
subject matter.
8. Have students apply subject matter to solve real problems.
9. Use tools such as polling apps to cast votes on real issues.
10. Roam the aisles of a large classroom and carry on running
conversations with students as they work on course
problems (a portable microphone helps in large classes).
11. Ask a question directed to one student and wait for ananswer.
12. Use feedback methods such as post-class surveys or
discussion boards to get continuous feedback fromlearners.
13. Do oral show of-hands multiple choice tests for summary
review and instant feedback.
14. Use task groups to accomplish specific objectives.
15. Grade quizzes and exercises in class as a learning tool.
16. Give students plenty of opportunity for practice before amajor test.
17. Give a test early in the semester and return it graded in thenext class meeting.
18. Have students write questions on index cards to becollected and answered the next class period.
19. Make collaborate assignments for several students to work
on together.

- 57 -

20. Assign written paraphrases and summaries of difficult
reading.
21. Give students a take-home problem relating to the day’s
lecture.
22. Encourage students to bring current news items to classwhich relate to the subject matter and post these on abulletin board or digital equivalent.
Building Community
1. Learn names. Everyone
makes an effort to learn atleast a few names.
2. Set up a buddy system sostudents can contact eachother about assignments
and coursework.
3. Find out about yourstudents via questions on
an index card.
4. Use the class photo roster tofamiliarize yourself with the class.
5. Arrange helping trios of students to assist each other inlearning and growing.
6. Form small groups for getting acquainted; mix and form newgroups several times.
7. Assign a team project early in the semester and provide time
to work with team during class time.
8. Help students form study groups to operate outside theclassroom.
9. Solicit suggestions from students for outside resources andguest speakers on course topics.

Feedback on Teaching•

Gather student feedback in the first three weeks of thesemester to improve teaching and learning.

*Source: Instructional Resources # Teaching Techniques- 58 -

Factors that Impact Student Learning
Factors We Cannot
Control But Can
Influence

Factors We Cannot
Control But Can Be
Sensitive To• Study Skills• Prior Knowledge• Time Management • Home Life and• Student Preparation
Family Issues• Locus of Control• Financial Concerns• Motivation• Health Issues• Student Attitudes• Personal Relation• Goals
ships• Time of Day• Interest in Subject
Matter• Class Size
• Self-Confidence/• Ability
Esteem• Work Issues• Student Confidence • Cultural Diversity• Learning Styles• Student
Responsibility• Age• Metacognitive• Student Support
Strategies(emotional/financial)• Level of Difficulty• Transportation• Academic Maturity • Disability• Student Integrity• Student
Expectations• Relevance*Source unknown- 59 -

Factors We Can
Control• Teaching Strategies• Assignments• Teaching Style• Feedback• Reinforcement• Assessment• Presentation Style• Organization• Preparation• Teaching Materials• Learning Outcomes• Faculty Engagement• Clarity of Presentation• Expectations• Classroom Learning
Environment• Teaching Attitude• Fairness• CompetenceTechniques to Engage Students:
Resources on Active Learning
What is active learning?
Active learning is a broad term
used to describe ‘learning by
doing’. In active learning process,students engage in activities
such as reading, writing,discussion, problem solving that
foster deeper thinking about
course content. Instructors canuse many
approaches topromote active learning andinvolve students
in such higher order thinking tasks as analysis, synthesis andevaluation rather than passively sitting and listening to a lecture(Source for Active Learning).

How can active learning be incorporated into my course?
Elements of active learning may include talking, listening, reading,writing, discussing and reflecting. Strategies for incorporating
active learning and higher order thinking skills range from simple
to complex. Regardless of the level, the goal remains the same:
Increase understanding and retention by having students reflect
upon and interact with the material and with each other.

Techniques and activities that engage students:•

One-minute paper: pose either a specific or open-ended
question and have students respond in writing for one or two
minutes.

•Muddiest (or clearest) point: ask students to write about the“muddiest” point of the day’s lecture or discussion.

•

Think/pair/share: give students a question or problem to solve
and have them work 2–5 minutes (alone). Have them discuss
their ideas for 3-5 minutes with the students next to them(pair). Finally, ask or choose student pairs to share their ideas
with the whole class (share).
- 60 -

•

Panel discussions and Student debates: give students or
teams a topic to consider and research. Have them present
arguments in support of their position to the class. Allow otherteams to respond.

•

Punctuate a lecture or discussion with different questioning
techniques, such as diagnostic (how do you interpret andexplain?), priority (what do you consider most important?),
prediction (what do you think would happen if?) andsummarizing (what inferences can be made from the case,what generalizations?).

•

Foster active listening: pause during important points in a
lecture to let the material sink in. Move around the room,making eye contact with students and ask if anyone hasquestions or needs clarification.

•

Have students use flash cards or personal response system(clickers) to indicate their level of comprehension during a
discussion or lecture.

•

Collaborative learning: have students work together online orin the classroom to solve problems or analyze cases. Discussion
boards, wikis and white boards are just a few of the tools
students can use to share information and exchange ideas.
Provide clear guidelines for participants, including how groupprojects and individual contributions will be graded.

•

Integrate multimedia, including audio and video clips, into
course lectures; have students interpret and react.

Resources
Active Learning:• FSU Active Learning Links: https://teaching.fsu.edu/
active-learning-classrooms/- 61 -

Team Based Learning:• TheEssentiallElementsofTeamBasedLearning: https://
cft.vanderbilt.edu/guides-sub-pages/team-basedlearning/•

TeamBasedLearningCollaborative:
http://www.teambasedlearning.org
Collaborative Learning/Group Work:• Encouraging study groups:
http://ctl.byu.edu/tip/encouraging-study-groups• 20 Collaborative Learning Tips and Strategies for
Teachers: http://www.teachthought.com/learning/20collaborative-learning-tips-and-strategies
Critical Thinking:• FSU Critical Thinking Initiatives:
https://criticalthinking.fsu.edu/• Teaching Critical Thinking Through Online Discussion:
http://www.educause.edu/ir/library/pdf/EQM0048.pdf• The Foundation for Critical Thinking
http://www.criticalthinking.org
Problem-Based Learning:• Problem-based Learning Why use PBL andHow to get started• Speaking of Teaching-Problem-based Learning(STANFORD UNIVERSITY NEWSLETTER ON
TEACHING, WINTER 2001)- 62 -

Classroom Assessment Essentials
Developed by Urska Dobersek and Connie Eudy
1. Assessments are collection and interpretation of all
the data gathered from students.
2. Assessment is important to:• Be accountable (e.g., Am I meeting the standards?
• Make educational decisions (e.g., Did I meet theobjectives; How well do my students understand thematerial?).
3. Use different types of assessments:• Traditional assessment: multiple choice, true/false,
essay, completion item tests, quizzes.
• Authentic assessment: performance-based assessment,
portfolio, and hands- and minds-on activities.
Examples• Course assignments: Students often consider course
assignments to be a fairer measurement of learning thanexams because they can demonstrate a greater range ofabilities and work patterns.
• Examinations/tests: Standardized (commercial) or
instructor developed – structured as multiple choice,matching, fill-in-the- blank, true/false, solve problems(math & science), short answer, essay and open book
exams.
• Performancebased
assessment: These aretasks that engage thestudents
inthediscovery or creative
process,scientificreasoning, and problem
solving. A performanceassessment can be ademonstration,apresentation, a tutorial
to assess another’swork.
- 63 -

•••

Portfolio development: As an assessment tool, student
portfolio captures the evidence of student learning overtime, in multiple formats and various contexts, ideally, it
includes a student’s reflection on his or her own learning.
A student portfolio may include: formal written papers,
problem-solving projects and solutions, essays,
assignments, artwork, pictures, videotapes of classpresentations, journal entries, event reports, teamwork
projects and reports, applications, research, and instructor
and peer feedback. Essentially, a portfolio provides thestory of an educational journey.
Problem-based assessment: This is to assess generalordiscipline-specificmastery.
Problem-based
assessment provides the students’ opportunities torecognize and identify the problems (issues, questions,etc.), develop multiple solutions, justify or critique thesolution, and make decisions.
Self- and peer-assessment: Self- and peer- assessment
engage students in the processes of observing,questioning against standards, and seeking alternatives
or corrections. Self-assessment encourages students toreflect continuously and actively make judgments on theirperformance based on course expectations.

4. Assess at different times:• Formative assessments are brief, used on a daily basis
to inform about the instructional decision making (e.g.,review the concepts covered, move on to the next topic),
and can be administer very frequently.
o Examples: quiz, journal entry, concept
organizer/map, verbally asking questions.
• Summative assessments are lengthy, used to provide ameasure of students’ learning, and are administered aftersome period of instruction.
o Examples: midterm, final exam.
5. Assess at different cognitive levels(see Bloom’s Taxonomy and Depth of Knowledge for more
information).
- 64 -

6. Assess frequently and provide timely helpful feedback to
improve learning.
7. Assessment process:• Formulate statements of intended learning outcomes(i.e., objectives)• Develop or select assessment• Administer the assessment• Evaluate assessment findings (i.e., data analysis todetermine validity and reliability of the data)• Use results to enhance teaching and learning
8. Testing Tips:
a. Creating the test:• Test items should match your statements of intended
learning outcomes.
• Preferably use previously developed test items that
demonstrate sufficient reliability and validity evidences.
• Avoid biases (e.g., cultural, gender, etc.).
• Group items of similar format together.
• Arrange items from easy to hard.
• Check answer key to be sure the answers follow a fairly
random pattern(s).
• Keep test items and their answer options on the samepage.
• Check test directions.
• Provide space for name and date on hard copies.
• Proofread the test.
b. Administering the test:• Maintain positive attitude (calmness, smiling, etc.)• Minimize distractions.
• Equalize advantages.
• Avoid surprises.
• Clarify rules.
• Rotate distribution.
• Remind students to check their copies.
• Monitor students.
• Give time warnings.
• Collect test uniformly (e.g. "pencils down", collect all
forms at the same time)- 65 -

c. Scoring the test:• Prepare and check an answer key.
• Score blindly (e.g., essay)• Check scoring.
• Record scores.
ci. Analyzing the test:• Qualitative
1. Test objectives
2. Content validity
3. Technical item quality• Quantitative
1. Item discrimination
2. Item difficultycii. *Assessment should be used to improve student learningand enhance instruction.

- 66 -

Communication Tools for Teaching and Learning
Tool

What can it do for
instruction?

E-mail- Providing
individualized
verification & feedback- Group email forannouncement,
reminder, clarification,and information sharing- University email
should be theprimary email tool
used for classacademic matters.

- Study journals- Group projects- Peerreview/assessment- blogger.com- workdpress.org- blogsome.com- Wix.com- Collaboration on
projects- Note taking- Knowledge
management- Online database- Mediawiki.org- Info.tikiwiki.org- Dokuwiki.org

E-portfolio- Collection of work
- Development ofcareer expectation- Motivating students- Assessment tool

- elgg.net- chalkandwire.com- taskstream.com- career.fsu.edu/portfolio- Wix.com

SocialNetworks- Building community- Exploring common
topics/interests- Sharing information
and resources- facebook.com- linkedin.com- twitter.com- pinterest.com

Blog

Wiki

- 67 -

Resources

Communication Tools for Teaching and Learning
Tool

What can it do for an
instructor?

Online Survey- Mid-term self-survey- Collecting end of classdata- Opinion, suggestion,and satisfaction survey- Voting- Social scheduling- SurveyMoneky- Qualtrics- Google Forms- Doodle

Online Quiz

- Unit quiz and classquiz- Call attention- Collecting information
on student learning- Canvas test
- Google Forms- Questionwriter.com- cCassmarker.com

Audio/Visual- Providing audio
feedback to students
improves
communication- Adding audio to textfile- Video demonstration
extends visibility- Audacity.sourceforge.net- Camstudio.org- Adobe Captivate- Course management- Tracking students’
activities- Assessment- Communication tools
embedded- Canvas is FSU's current
learning management
system. In previous
years, the university
transitioned fromBlackboard.

Learning
Management
Tools

Resources

face-to-face interaction with students.
- 68 -

Tips for Fostering Diversity in theClassroom
Developed by Dr. Carrie Sandahl, School of Theatre
Questions to ask yourself:
1. What aspects of identity affect the way in which we see theworld as both teachers and students? Which of these
aspects are visible and which are not?
2. What values do I hold that are consistent with and different
from the dominant culture?
3. Are my classroom norms and objectives clear?
4. What values may be embedded in my discipline that may
confuse or disturb some students?
5. Are there cultural biases in the examples that I use?
6. What biases, fears, and stereotypes do I bring into theclassroom?
Pointers:
1. What you think of as normal or human behavior may be
cultural. Gestures, eye contact, and appropriate studentteacher interaction, for example, vary according to culture.
2. Don’t assume that what you mean is what is understood.
3. You don’t have to like or accept different behavior, but you
should try to understand it.
4. Most people do behave rationally; you just have to discover
the rationale.
5. Everyone has a race, ethnicity, and nationality. Be careful not
to set up your own cultural identity as the norm.
6. Don’t ask students to represent the groups to which they
belong. Don’t assume members of these groups know their
history or culture.
7. Avoid stereotypes in hypothetical examples.
8. Learn students’ names and how to pronounce them.
9. Keep your audience in mind when preparing your lessons.
Vary your examples so that you don’t favor students withsimilar cultural references to yours.
10. Be aware of your own non-verbal behavior. Does yourbehavior either welcome or exclude certain students?
11. Deal with racist, sexist, homo phobic, or otherdiscriminatory comments. Otherwise the classroom- 69 -

atmosphere can be poisoned.
12. If possible, make your course content inclusive. Address
diversity issues in your teaching. To what extent does yoursyllabus assume a universality of human experience?
13. Let students make mistakes, change their minds, andengage in debate. Provide students opportunities to
explore other points of view.
14. Offer materials in a variety of formats (oral, written,
Internet, Audio-visual, discussion, lecture, etc.).
15. Keep your audience in mind when preparing your lessons.
Vary your examples so that you don’t favor students withsimilar cultural references to yours.
16. Be aware of your own non-verbal behavior. Does yourbehavior either welcome or exclude certain students?
17. Deal with racist, sexist, homophobic, or otherdiscriminatory comments. Otherwise the classroom
atmosphere can be poisoned.
18. If possible, make your course content inclusive. Address
diversity issues in your teaching. To what extent does yoursyllabus assume a universality of human experience?
19. Let students make mistakes, change their minds, andengage in debate. Provide students opportunities to
explore other points of view.
20. Offer materials in a variety of formats (oral, written,
Internet, Audio-visual, discussion, lecture, etc.).

- 70 -

Conducting a Laboratory Session
A laboratory session implies active
learning! It is a chance for students towork with and talk to each other, toexperiment, explore, discuss, reflect anddraw appropriate conclusions from theirwork. Some lab sessions aim to acquaintstudents with practical skills andtechniques relevant to the disciplinewhereas others may focus on the development of skills in scientificinquiry.
Tips:• Familiarize yourself with all equipment, materials andprocedures of the experiment• Be knowledgeable on procedures for coping withemergencies• Conduct an effective demonstration with explanation,emphasizing important points• Interact with students throughout the process• Seek help when you can’t deal with any emergency
situation or potential danger
1. Prepare ahead• Prepare ahead of time
• Preview textural materials and lab manuals• Discuss lab session expectations with lecturer beforehand
2. Know the lab and the safety procedures• Get familiar with all equipment and materials to be used
• Find out where essential supplies are stored and ascertain
who is responsible for ordering them
• Know how to cope with equipment breakdown• If possible, perform the experiment at least once inadvance to ensure it works• It is also a good chance to identify all the learning points or
all possible outcomes in the process and estimate the timerequired• Prepare lab notes to supplement the manual, if needed- 71 -

3. Interact with students• Provide clear and complete instruction at the very
beginning of the lab session• Try to break down the demonstration (of equipment, theexperiment process or both) into several meaningful steps• Explain and emphasize key points. Check understanding
from students by asking relevant questions or inviting a
few to try on the equipment• Listen to questions that are asked and problems that arise
during the lab• During the session, you may ask process questions like:o How did you begin?
o Where did you first experience difficulty?
o Are there other options available to you?
•
•

•

•
•
•

Coach students
In case of difficulties, avoid jumping right in andcompleting the task for the students. Use processquestions to help students identify their own problems andsolve them. This is particularly important to student
development of skills in scientific inquiry
Get the whole group together for debriefing. Try not tolecture but summarize what the students have said andhighlight major learning points
Post-lab feedback/evaluation
Jot down notes for future improvement and share themwith the lecturer, technicians and other demonstrators.
Read and evaluate student lab write-ups to assess
individual or group success.

Source: http://cft.vanderbilt.edu/guides-sub-pages/lab-classes
http://www.crlt.umich.edu/gsis/p7_6
http://teaching.unsw.edu.au/laboratory-teaching- 72 -NOTESNOTES

PIE Program for Instructional Excellence2021-2022 Edition
The Florida State University provides accommodations for
persons with disabilities. This document is available in analternative format upon request.