Janice Newton is an Associate Professor of Political Science in the Faculty of Arts at York University. Jerry Ginsburg is an Associate Professor of History in the Faculty of Arts at York University. Jan Rehner is an Associate Lecturer in the Centre for Academic Writing, Faculty of Arts at York University. Pat Rogers is a Professor of Education and Mathematics and is the Academic Director of The Centre for the Support of Teaching at York University.John Spencer is an Associate Lecturer in the Centre for Academic Writing, Faculty or Arts at York University.

• Introduction: Responsibility, Respect, Research and Reflection in Higher Education SECTION I: POWER, DIVERSITY AND EQUITY IN THE CLASSROOM Introduction Part One: Student Voices 1. Gender, Power and Silence in the Classroom: Our Experiences Speak for Themselves 2. Fog and Frustration: The Graduate Student Experience 3. 'Dissertation Dementia': Reflections on One Woman's Graduate Experience Part Two: Teachers' Voices 1. Power in the Classroom 2. The University Classroom: From Laboratory to Liberatory Education 3. Diversity in the Classroom: Engagement and Resistance 4. Responsibility and Respect in Critical Pedagogy 5. Feminist Pedagogy: Paradoxes in Theory and Practice 6. Teaching 'Women and Men in Organizations': Feminist Pedagogy in the Business School 7. Empowering Students Through Feminist Pedagogy 8. Heterosexism in the Classroom 9. DisABILITY in the Classroom: The Forgotten Dimension of Diversity? 10. Teaching Students with Learning Disabilities 11. Avoiding the Retrofitted Classroom: Strategies for Teaching Students with Disabilities 12. Adult Students 13. English-as-a-Second-Language Students SECTION II: THEORIES AND MODELS OF STUDENT LEARNING Introduction 1. Teaching Styles/Learning Styles: The Myers Briggs Model 2. The Gregorc Model of Learning Styles 3. Student Development: From Problem-Solving to Problem-Finding 4. Using Theories about Student Learning to Improve Teaching SECTION III: COURSE DESIGN Introduction 1. Course Planning: From Design to Active Classroom 2. Developing and Teaching a Science Course: A Junior Faculty Member's Perspective 3. The Dialectic of Course Development: I Theorize, They React... and Then? 4. Beyond Bare Facts: Teaching Goals in Science 5. 'Why Didn't He Just Say It?': Getting Students Interested in Language SECTION IV: WORKING WITH GRADUATE STUDENTS Introduction 1. Graduate Supervisory Practices 2. Working Together: The Teaching Assistant-Professor Relationship 3. Working with Teaching Assistants 4. Issues for International Teaching Assistants SECTION V: ACADEMIC HONESTY Introduction 1. Academic Dishonesty 2. Plagiarism and Student Acculturation: Strangers in the Strange Lands of our Disciplines 3. Plagiarism and the Challenge of Essay Writing: Learning from our Students 4. Honesty in the Laboratory 5. Electronic Plagiarism: A Cautionary Tale SECTION VI: TEACHING AND LEARNING STRATEGIES Introduction Part One: Lecturing Effective Lecturing Techniques Improving Large-Class Lecturing Improving Student Learning in Lectures Part Two: Class Participation Dead Silence... A Teacher's Nightmare Evoking and Provoking Student Participation Resistance in the Classroom Computer-Mediated Communication: Some Thoughts about Extending the Classroom Part Three: Seminars, Tutorials and Small-Group Learning Study Group Guide for Instructors and Teaching Assistants Warm-Ups: Lessening Student Anxiety in the First Class Small is Beautiful: Using Small Groups to Enhance Student Learning Integrating Group Work into our Classes Scrapbook Presentations: An Exercise in Collaborative Learning The Field Walk Teaching with Cases Stages in Group Dynamics The Joy of Seminars The Office Hour: Not Just Crisis Management Negotiating Power in the Classroom: The Example of Group Work SECTION VII: ASSIGNMENTS AND EVALUATION Introduction Part One: Reading When No One Has Done the Reading A Strategy for Encouraging Students to do Readings Telling a Book by Its Cover The Sherlock Holmes Approach to Critical Reading (Or How to Help Students Become Good 'Detextives') Part Two: Research Essays and Other Writing Assignments Sequencing Assignments An Experiment in Writing and Learning Groups Paper Chase: The Sequel Working with Students' Writing What Happens After You Say, 'Please Go to the Writing Centre?' Part Three: Grading and Evaluation Evaluating Student Writing: Problems and Possibilities Fast, Fair and Constructive: Grading in the Mathematical Sciences An Individualized Approach to Teaching and Evaluation The Norwegian Motivator, or How I Make Grading Work for Me and My Students SECTION VIII: DEVELOPING AND ASSESSING YOUR TEACHING Introduction Part One: Classroom Assessment Improving Student Learning Through Feedback: Classroom Assessment Techniques The One-Minute Paper... Two Success Stories Developing the One-Minute Paper Part Two: Mid-Course Evaluation Formative Evaluation Surveys Facilitating Student Feedback Feedback Strategies Part Three: Collegial Consultation Peer Pairing Peer Pairing in French Studies Part Four: Teaching Evaluation Guide Part Five: Teaching Documentation Guide Contributors

Janice Newton is an Associate Professor of Political Science in the Faculty of Arts at York University. Jerry Ginsburg is an Associate Professor of History in the Faculty of Arts at York University. Jan Rehner is an Associate Lecturer in the Centre for Academic Writing, Faculty of Arts at York University. Pat Rogers is a Professor of Education and Mathematics and is the Academic Director of The Centre for the Support of Teaching at York University.John Spencer is an Associate Lecturer in the Centre for Academic Writing, Faculty or Arts at York University.

• Introduction: Responsibility, Respect, Research and Reflection in Higher Education SECTION I: POWER, DIVERSITY AND EQUITY IN THE CLASSROOM Introduction Part One: Student Voices 1. Gender, Power and Silence in the Classroom: Our Experiences Speak for Themselves 2. Fog and Frustration: The Graduate Student Experience 3. 'Dissertation Dementia': Reflections on One Woman's Graduate Experience Part Two: Teachers' Voices 1. Power in the Classroom 2. The University Classroom: From Laboratory to Liberatory Education 3. Diversity in the Classroom: Engagement and Resistance 4. Responsibility and Respect in Critical Pedagogy 5. Feminist Pedagogy: Paradoxes in Theory and Practice 6. Teaching 'Women and Men in Organizations': Feminist Pedagogy in the Business School 7. Empowering Students Through Feminist Pedagogy 8. Heterosexism in the Classroom 9. DisABILITY in the Classroom: The Forgotten Dimension of Diversity? 10. Teaching Students with Learning Disabilities 11. Avoiding the Retrofitted Classroom: Strategies for Teaching Students with Disabilities 12. Adult Students 13. English-as-a-Second-Language Students SECTION II: THEORIES AND MODELS OF STUDENT LEARNING Introduction 1. Teaching Styles/Learning Styles: The Myers Briggs Model 2. The Gregorc Model of Learning Styles 3. Student Development: From Problem-Solving to Problem-Finding 4. Using Theories about Student Learning to Improve Teaching SECTION III: COURSE DESIGN Introduction 1. Course Planning: From Design to Active Classroom 2. Developing and Teaching a Science Course: A Junior Faculty Member's Perspective 3. The Dialectic of Course Development: I Theorize, They React... and Then? 4. Beyond Bare Facts: Teaching Goals in Science 5. 'Why Didn't He Just Say It?': Getting Students Interested in Language SECTION IV: WORKING WITH GRADUATE STUDENTS Introduction 1. Graduate Supervisory Practices 2. Working Together: The Teaching Assistant-Professor Relationship 3. Working with Teaching Assistants 4. Issues for International Teaching Assistants SECTION V: ACADEMIC HONESTY Introduction 1. Academic Dishonesty 2. Plagiarism and Student Acculturation: Strangers in the Strange Lands of our Disciplines 3. Plagiarism and the Challenge of Essay Writing: Learning from our Students 4. Honesty in the Laboratory 5. Electronic Plagiarism: A Cautionary Tale SECTION VI: TEACHING AND LEARNING STRATEGIES Introduction Part One: Lecturing Effective Lecturing Techniques Improving Large-Class Lecturing Improving Student Learning in Lectures Part Two: Class Participation Dead Silence... A Teacher's Nightmare Evoking and Provoking Student Participation Resistance in the Classroom Computer-Mediated Communication: Some Thoughts about Extending the Classroom Part Three: Seminars, Tutorials and Small-Group Learning Study Group Guide for Instructors and Teaching Assistants Warm-Ups: Lessening Student Anxiety in the First Class Small is Beautiful: Using Small Groups to Enhance Student Learning Integrating Group Work into our Classes Scrapbook Presentations: An Exercise in Collaborative Learning The Field Walk Teaching with Cases Stages in Group Dynamics The Joy of Seminars The Office Hour: Not Just Crisis Management Negotiating Power in the Classroom: The Example of Group Work SECTION VII: ASSIGNMENTS AND EVALUATION Introduction Part One: Reading When No One Has Done the Reading A Strategy for Encouraging Students to do Readings Telling a Book by Its Cover The Sherlock Holmes Approach to Critical Reading (Or How to Help Students Become Good 'Detextives') Part Two: Research Essays and Other Writing Assignments Sequencing Assignments An Experiment in Writing and Learning Groups Paper Chase: The Sequel Working with Students' Writing What Happens After You Say, 'Please Go to the Writing Centre?' Part Three: Grading and Evaluation Evaluating Student Writing: Problems and Possibilities Fast, Fair and Constructive: Grading in the Mathematical Sciences An Individualized Approach to Teaching and Evaluation The Norwegian Motivator, or How I Make Grading Work for Me and My Students SECTION VIII: DEVELOPING AND ASSESSING YOUR TEACHING Introduction Part One: Classroom Assessment Improving Student Learning Through Feedback: Classroom Assessment Techniques The One-Minute Paper... Two Success Stories Developing the One-Minute Paper Part Two: Mid-Course Evaluation Formative Evaluation Surveys Facilitating Student Feedback Feedback Strategies Part Three: Collegial Consultation Peer Pairing Peer Pairing in French Studies Part Four: Teaching Evaluation Guide Part Five: Teaching Documentation Guide Contributors