Teaching and Learning Resources

UNIVERSITY OF FLORIDA LIBRARIES

George A. Smathers Libraries

Health Sciences Library

Legal Information Center

The libraries of the University of Florida form the largest information resource system in the state of Florida and serve every college and center in the university, including the Institute of Food and Agricultural Sciences (IFAS) and the Health Science Center. UF’s libraries consist of seven libraries; six of which comprise the George A. Smathers Libraries. The Smathers Libraries actively collaborate with the Legal Information Center, which is a part of the Levin College of Law.

The Smathers Libraries include the following:

  • Architecture and Fine Arts Library
  • Education Library
  • Health Science Center Libraries (UF campus and Borland Library in Jacksonville)
  • Library West (Humanities and Social Sciences)
  • Marston Science Library
  • Smathers Library (Special and Area Studies Collections, Latin American and Caribbean Collection, Map and Imagery Library)

Borrowing materials

Graduate students may have on loan a total of 250 items at any given time, for a period of eight weeks.  Online renewal is available by navigating to the “My Accounts” section of the Libraries’ home page. Your Gator1 Card serves as your library card, and a full explanation of Smathers Libraries’ circulation privileges and policies is available on the Smathers Libraries’ website. The Libraries send email courtesy notices, overdue notices and other important communications to your GatorLink email account.

Carrels and study space

Marston Science Library has 198 study carrels for assignment to University of Florida graduate students, faculty, postdocs, and those writing dissertations in science, technology, engineering, and mathematics (STEM) fields. Visit http://guides.uflib.ufl.edu/MSLcarrels/ for more information.

Twenty-eight study carrels are available on the 4th floor of Library West for graduate students completing their doctoral dissertations in the humanities or social sciences. Apply at http://cms.uflib.ufl.edu/librarywest/studycarrels.

The sixth floor of Library West is specifically designated for the use by UF graduate students and is designed to support both quiet study and collaborative work. Register at the 2nd floor Circulation Desk to have your Gator1 Card activated for elevator access to the 6th floor space.

Distance Learners

Many special services are available for students enrolled in online programs or geographically situated away from Gainesville. Services include remote access to databases, document delivery, interlibrary loan, and borrowing privileges at Florida state university system and community college libraries.

Reference assistance is available online via chat (http://www.uflib.ufl.edu/ask/), email (libref@uflib.ufl.edu ), or phone (866-281-6309). For more details, consult http://guides.uflib.ufl.edu/distancelearners and http://www.distance.ufl.edu/.

Instructional Support

Graduate students teaching courses courses are encouraged to schedule library research workshops for their students.  Our librarians can provide tailored library instruction that will support the learning outcomes of your course and equip students with the information literacy skills they need to succeed. To request instruction for your class, visit http://guides.uflib.ufl.edu/workshops_instruction.

Traditional and online course reserve services are available. With the ARES system, instructors can enjoy the convenience of adding materials such as class notes, exams, syllabi, homework, and student papers directly to the system. Materials are placed on reserve at the request of the instructor, and all reserve items must comply with copyright law and e-resource licensing. For information, see http://cms.uflib.ufl.edu/accesssupport/coursereserves.

Library Subject Specialists & Research Consultation

The library staff consists of more than 80 library faculty, 179 professional/technical/clerical staff, 30 Other Personal Services (OPS) staff and 327 student assistants. Librarians at the University of Florida are faculty, and have graduate degrees in Library Science or Information Studies, and/or a graduate degree in a relevant subject area. Some teach for-credit courses and they often make presentations that are incorporated into courses across campus. Library faculty serve the university community in the following roles:

  • General and specialized reference
  • Faculty and department liaisons, and outreach
  • Instruction in library-related classes, in courses and/or personalized one-on-one
  • Collection managers and curators
  • Subject specialists
  • Principle Investigators

The Smathers Libraries have built a number of nationally significant research collections, mainly supporting graduate research programs. A directory of library faculty responsible for managing particular subject collections is available at http://apps.uflib.ufl.edu/staffdir/SubjectSpecialist.aspx. You are encouraged to contact your subject specialist about your research concerns or to recommend library purchases within their areas of expertise.

The Academic Research & Consulting Services (ARCS) group is comprised of library professionals who offer unique expertise and services to support your research activities, from data collection to dissemination of results to evaluation of outputs to archiving. Request a consultation at http://arcs.uflib.ufl.edu/consultations/.

Databases & Citation Management

The libraries subscribe to numerous databases in order to support the curricular and research needs of students, faculty, and researchers of the University of Florida and its affiliates.  To locate or connect to any of the Libraries’ databases, consult the database locator, a directory of databases at http://www.uflib.ufl.edu/databases.html. Many online journals are accessible via the UF Libraries’ catalog; to access a more in-depth listing of e-journals, check the journals page at http://www.uflib.ufl.edu/journals.html.

Subject specific databases and journal collections may also be found by referencing the library guide for a particular field of study (http://apps.uflib.ufl.edu/staffdir/SubjectSpecialist.aspx).

Additionally, as a student, you have free access to RefWorks and EndNote citation management software. These programs make it easy to store all of your citations and to construction bibliographies. Details may be found at http://guides.uflib.ufl.edu/citationsoftware.

Remote access to online library resources is available using your GatorLink credentials. For help troubleshooting connectivity issues with the Libraries’ e-resources, go to http://www.uflib.ufl.edu/help/access.html.

Computer Facilities

Library computer work stations provide access to library databases and research materials, as well as to university services such as ONE.UF and Canvas. All of the PCs and Macs in the Smathers Libraries are managed by UF Academic Technology (AT), providing students and faculty access to the very extensive list of software also available at all of the AT Computing Labs on campus: https://labs.at.ufl.edu/about-at-labs/computer-software.

For specific information on computing and other technology services available in the Libraries, including details on wireless access, printing, accessibility software, and technologies available for checkout, visit http://www.uflib.ufl.edu/computing.html.

ACADEMIC TECHNOLOGY

Academic Technology has many services related to teaching and general graduate student needs. Below are descriptions of frequently used services but you please visit the Academic Technology website to learn more and see all available services.

UF Computing Help Desk

132 Hub

(352) 392-HELP(4357)

http://helpdesk.ufl.edu/

The UF Computing Help Desk offers 24/7 account services and technical support. When in doubt, call the Help Desk, or visit their website, and they’ll help you solve your problem. All students entering the University of Florida are given a Gatorlink account.  This account provides access to numerous resources including email, campus Wi-Fi, and access to AT (Academic Technology) computing labs.  For any account you are given, make sure you understand and follow all policies associated with that account; failure to adhere to these rules (e.g., allowing someone else to have your username and password) can have serious consequences for both you and others using the system. Other key Help Desk services are also highlighted below.

Discounted software can be purchased through the UF Computing Help Desk.

The Application Support Center provides Electronic Thesis and Dissertation (ETD) Technical Support at the Hub, Room 132 (http://helpdesk.ufl.edu/application-support-center/etd-technical-support/).  The ETD Technical Support Group assists graduate students with the technical challenges of formatting their theses and dissertations by providing informational seminars, formatting tutorials, and one-on-one consultations.  To make an appointment or request assistance, call (352) 392-HELP and select option 5.

Computer Labs and Learning Spaces

  • AT maintains several computer labs and learning spaces for students, faculty, and staff for academic and personal use.  Currently, there are facilities in Architecture Building 118, Norman Hall G514, Weil Hall 408, HUB 120, Marston Science Library (including MADE@UF and the Visualization Room), Library West, and CSE 231.  More information on these labs can be found online at https://labs.at.ufl.edu. More details on printing in these spaces (including pricing, staff support and type of printing by location) can be found at https://print.at.ufl.edu/

Many AT locations also have computer-equipped classrooms that may be reserved for regular class meetings or for limited-time seminars.  Special-use classroom reservations must be made at least one week in advance, while full-semester reservations should be made well before the beginning of the term.  All reservation requests must be made by online reservation.  Information about classroom reservations (including the online reservation form) can be found at https://labs.at.ufl.edu/classrooms/reserve-a-classroom/.

Each lab has a selection of common software available.  For a full list of applications, see http://labs.at.ufl.edu/ and click on “Computer Software.”  TAs who require special software must inform AT well in advance by going to the ‘Software Request’ link on that site. Access is also available from your own device through UFApps.

Classroom Support

The Classroom Support website features images of centrally-supported classroom across campus as well tutorials on the technology integrated into each room. Please contact them (352-392-6683) to report an issue with the technology or if you have an equipment check-out need.

Center for Instructional Technology and Training

(352) 273-4902

http://citt.ufl.edu/ and https://training.it.ufl.edu/

The Center for Instructional Technology and Training (CITT) offers instructional design, video production, graphic design, and training services for all your instructional needs. The expert team can assist you in creating an exceptional course and developing your learning facilitation skills. These course production and training services are available at no-cost to instructors, administrators, and staff at the University of Florida (including graduate students and post-doctoral associates) who teach any format (online, flipped, hybrid, or conventional face-to-face with instructional media) of on-book sections (traditional UF courses).

Visit http://citt.ufl.edu/ to learn more or request an appointment.

Visit https://training.it.ufl.edu/ to register for classroom or online trainings about educational technology available at UF and teaching best practices.

TUTORING AND ENRICHMENT CENTERS

Academic Spoken English

314 Yon Hall

(352) 392-3286

http://ase.ufl.edu/

The Academic Spoken English program offers two courses for International Teaching Assistant (ITAs) who wish to enhance their oral English skills in order to be competent and confident teachers and participate fully in graduate research and studies. The courses do not count toward a graduate degree, but are eligible for fee waiver. TAs are videotaped in their class or lab and receive individual feedback as well as group instruction to develop their language, cultural, and interpersonal communication skills.

Career Connections Center

Suite 1300 in the J. Wayne Reitz Union

(352) 392-1601

http://career.ufl.edu

The Career Connections Center assists students in planning, organizing, and carrying out effective job searches. The purpose of the Center’s programs and activities is to provide resource information which helps students make successful career decisions. Services available include individual career counseling; seminars on resume and cover letter writing, interviewing, and job search strategies; daily walk-in hours for resume critiques. The Career Connections Center Library features over 4,000 useful books. Online services include workshops, Gator Career Link, and Job Search Assistance. Students and alumni are encouraged to use the resources whenever they need career planning and placement assistance.

Disability Resource Center

001 Reid Hall/Yulee Area

(352) 392-8565

accessuf@ufsa.ufl.edu

http://www.dso.ufl.edu/drc/

The Disability Resource Center provides a variety of programs and services for students with disabilities, described at length in this TA handbook in Part 2, within the section entitled “Who your students are,” and in the 2017 Faculty and Administrative Guide Providing Services and Access to Students and Employees with Disabilities in Higher Education: Effective and Reasonable Accommodations, available for viewing at http://webfiles.ehs.ufl.edu/UFADAGuideNov20178thed.pdf.

The Disability Resource Center is able to help TAs think about accessible instruction. Staff members at the DRC can be consulted on how to create alternative methods for equitable learning. TAs can also refer students to the DRC if they are experiencing barriers.

Graduate Student Council

241 Williamson Hall
http://graduateschool.ufl.edu/graduate-life/student-organizations/gsc/

The UF Graduate Student Council (GSC) serves as a liaison between University of Florida graduate students, the UF administration and UF Student Government. Funded by UF Student Government and, in part, by the UF Graduate School, it is a voice for graduate-student needs, concerns and ideas, and provides a number of services to graduate students, such as travel and research grants. It also sponsors and organizes the annual multidisciplinary Graduate Student Forum, in which UF graduate students from a broad spectrum of majors showcase their research and creative endeavors in poster presentations, oral presentations, exhibition of artwork and performances.

International Center

170 Hub

(352) 392-5323

http://www.ufic.ufl.edu

The International Center provides a variety of services for the more than 6,600 international students, representing over 130 countries, enrolled at the University of Florida in both undergraduate and graduate programs. “The International Center motivates and leads the UF community to think and act globally in fulfilling the university’s missions of learning, discovery, and engagement.” International Student Services (ISS) and Exchange Visitor Services (EVS) are two separate units within the International Center. Operating under Academic Affairs, these offices provide services to international students (ISS), faculty and scholars (EVS), and their dependents. The International Center assists the entire University community with immigration affairs. The following services are provided: immigration matters, insurance requirements, orientation, academic counseling, personal counseling, liaison with faculty and staff, emergency assistance, liaison with non-university agencies, community relations, student activities, and educational programs.

Multicultural and Diversity Affairs

Reitz Union, Suite 2203

(352) 294-7850

http://www.multicultural.ufl.edu/

 Multicultural and Diversity Affairs seeks to promote awareness, understanding of differences, collaboration of cross-cultural groups, and to foster a sense of communal relationships among all students. They also assist students in their personal development by providing programs and initiatives that educate, motivate, and challenge them as members of University of Florida. The Dean of Students Office strives to provide a safe environment that supports and encourages the acceptance and appreciation of various cultures and heritages that comprise the university community. The Multicultural and Diversity Affairs staff assists students of color including African-American, Asian-American, Native American, Hispanic/Latino, and multi-racial; gay, lesbian, bisexual, and transgender students; and services for women students and student organizations, in their personal development by providing programs and initiatives that educate, motivate and challenge them as members of the University of Florida.

Office for Academic Support

Suite 311 Little Hall

(352) 392-0788

http://oas.aa.ufl.edu/

As part of the Provost’s effort to enhance the awareness and appreciation of diversity among students, faculty and administrators at the University of Florida, the Office for Academic Support (OAS) coordinates the College’s support services for ethnic minorities, including Hispanic, African-American, Asian-American, and Native-American students and faculty. In fulfillment of its mission, OAS works in close cooperation with a variety of campus groups to encourage and facilitate minority students’ and faculty’s successful negotiation of processes at UF. Programs include free one-on-one tutoring for a wide variety of subjects, departmental peer groups, personal counseling services, academic advisement, workshops, and presentations.

Center for Teaching Excellence

201 Bryant Hall
(352) 294-3570
http://teach.ufl.edu

CTE offers an array of activities and resources such as online tutorials and face-to-face workshops, or simply the ability to connect with other TAs and faculty.

Office of the Provost—Resources for Faculty

235A Tigert Hall
(352) 392-2404
http://www.aa.ufl.edu/faculty

Teaching Center

SW Broward Hall (Main Office)
LIT 215

TUR 1315

(352) 392-2010

http://www.teachingcenter.ufl.edu

The Teaching Center (ground level, SW Broward Hall) provides free tutoring and study skills assistance to all University of Florida students. Depending on the semester, private appointment and drop-in tutoring is offered in these and other subject areas: accounting, economics, mathematics (including higher math such as differential equations and abstract algebra), chemistry, biology, physics, astronomy, and statistics. Tutoring is also offered for a variety of engineering courses: circuits, statics, thermodynamics, mechanics, etc. In addition, supplemental instruction (facilitator-led group study) is offered in conjunction with certain courses each semester.

Free tutoring for MAC 1147 Pre-calculus (and its components MAC 1140 and 1114), MAC 2233 Survey of Calculus I, and MAC 2311 Calculus I is located in LIT 215 and the Teaching Center’s southeast wing of Broward Hall. Test reviews for these courses are scheduled before each examination. Workshops for the mathematics and verbal portions of the Graduate Record Examination (GRE) are conducted each semester.

Study skills/learning strategy assistance and tutoring specific to UF courses are also available via video resources. (See https://teachingcenter.ufl.edu/study-skills/video-resources/.) The Teaching Center uses social media, including YouTube, Facebook, and Twitter to connect with students when they are in their residence halls, libraries, apartments in Gainesville, or halfway around the world. Also, most video resources can be embedded directly into the Canvas Learning Management System for a course.

The Teaching Center proctors college admission, distance education, and certification tests (paper-pencil and computerized) by appointment. The Teaching Center’s National College Testing Association Certified Test Center is also an authorized PEARSON VUE and PROMETRIC Test Center.

Writing Studio

2215 Turlington Hall
(352) 846-1138
http://writing.ufl.edu/writing-studio

The Writing Studio is a component of the University Writing Program. The Center offers assistance with all aspects of writing for both undergrads and graduate students. Activities include: (a) independent, non-credit work, (b) individual conferences on papers (appointments made with a minimum three-hour notice, or drop-in on a first-come, first-serve basis or appointments), (c) free mini-courses dealing with specific writing skills. Instructional materials include texts, handbooks and workbooks.

BIBLIOGRAPHY ON COLLEGE TEACHING

These sources and other useful texts on college teaching are available in the education library.

Allen, R. R., & Rueter, T. (1990). Teaching assistant strategies. Dubuque: Kendall/Hunt.

Allen and Rueter address the graduate teaching assistant directly. This sometimes-irreverent book encourages TAs to improve their effectiveness through self-reflection, information about teaching, and adjustments in teaching practices.

Bain, K. (2004). What the Best College Teachers Do. Cambridge: Harvard University Press.

For both first-year and experienced teachers, this book focuses on what causes students to remember their professors long after graduation. Bain’s 15-year study concluded that it is what teachers understand—not what they do.

Bowen, J. (2014). Teaching Naked. San Francisco: Jossey-Bass.

The book focuses on why technology has had such a powerful impact on teaching, student learning, and the future of higher education. The focus is on how the brain learns.

Bowen, J. & Watson, C. W. (2017). Teaching Naked Techniques: A practical Guide to Designing Better Classes. San Francisco: Jossey-Bass.

TNT is a design guide and a sourcebook on practical and discipline-specific applications for faculty.

Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Written for faculty of all disciplines, this book includes examples of critically reflective practice, most of which are from personal experience. The author includes many humorous and telling anecdotes.

Christensen, C. R., et al. (1991). Education for judgment: The artistry of discussion leadership. Boston: Harvard Business School Press.

This collection of essays on teaching discussion describes the experiences of teachers from a wide variety of subject areas (including technical subjects) who use discussion in their classrooms to promote independent thinking.

Curzan, A., & Damour, L. (2000). First day to final grade: A graduate student’s guide to teaching. Ann Arbor: University of Michigan.

This guidebook breaks down the semester for new teaching assistants. By focusing on the “how to’s” of college teaching, this book helps TAs negotiate the daily challenges of teaching undergraduates.

Davis, J. R. (1993). Better teaching, more learning: Strategies for success in postsecondary settings. Phoenix, AZ: Oryx Press.

Davis explores the relationship of learning to teaching as it applies to specific strategies such as lecturing and explaining, inquiry and discovery, groups and teams.

Eble, K. E. (1985). The aims of college teaching. San Francisco: Jossey Bass.

The focus of this book is not so much on what one does as a teacher as on what one is, what one becomes as a result of holding up high ideals for teaching and persistently working to realize those ideals. Teaching is related to scholarship.

Eble, K. E. (1994). The craft of teaching. (2nd ed.). San Francisco: Jossey Bass.

For both beginning and experienced teachers, this motivating book offers insight on issues ranging from developing critical thinking through how students learn to the nuts and bolts of assignments, tests, grades, and textbooks.

Erickson, B. L., & Stommer, D. W. (1991). Teaching college freshman. (1st ed.). San Francisco: Jossey-Bass.

This book focuses on three concerns: to understand the students themselves, to present effective teaching practices, and to provide suggestions for dealing with some of the special challenges presented by freshman classes.

Fink, D. L. ( 2013). Creating significant learning experiences: An integrated approach to designing college courses. (2nd ed.) San Francisco: Jossey-Bass.

Fink poses the question, “How can I create courses that will provide significant learning experiences for my students?”

Hostetler, K. D., Sawyer, R. M., & Prichard, K. W. (Eds.). (2001). The art and politics of college teaching: A practical guide for the beginning professor. (2nd ed.). New York: P. Lang.

This book offers graduate students some practical advice about how to negotiate their way through academic institutions, the steps to be taken to prepare for an academic career, and the legal and ethical dimensions of college teaching. The book is written in essay style and presents the candid views of a number of new and experienced faculty members.

Lambert, L. M., Tice, S. L., & Featherstone, P. H., (Eds). (1996). University teaching: a guide for graduate students. Syracuse: Syracuse University Press.

Written in essay format by 29 professors, this practical book reviews the basics of university teaching while avoiding teaching theory.

Lovell-Troy, L., & Eickmann, P. (1992). Course design for college teachers. Englewood Cliffs, NJ: Educational Technology Publications.

This basic guidebook covers everything from gathering information on students to planning a syllabus to implementing the course and evaluating learning.

Lowman, J. (1995). Mastering the techniques of teaching. (2nd ed.). San Francisco: Jossey-Bass.

Lowman provides an excellent introduction to university teaching. He stresses skills needed to both present material and establish rapport with students.

Markie, P. J. (1994). A professor’s duties: Ethical issues in college teaching. Lanham, MD: Rowman & Littlefield.

A two-part book. The first concentrates on the obligations of individual professors, primarily with regard to issues about what and how to teach. The second focuses on ethics in academia.

Nilson, L.B. (2016). Teaching at its best: a Research-based resource for college Iinstructors. (4th ed.). San Francisco: Jossey-Bass.

This is a research-based toolbox with practical guidance and proven techniques to help instructors improve student learning both face-to face and online.

Svinicki, M, & McKeachie, W. J. (2014). Teaching tips: Strategies, research, and theory for college and university teachers. (14th ed.). Lexington, MA: D.C. Heath and Company.

McKeachie offers advice on a broad range of topics, suggests the best use of innovative teaching strategies, and provides overviews of theoretical work done on various teaching issues. A classic in the field.

Perry, R. P. and Smart, John C. (eds.) (1997). Effective teaching in higher education: Research and practice. New York: Agathon Press.

This book offers answers to why some university teachers are more effective than others.

Pintrich, P. R., Brown, D. R., & Weinstein, C. E. (1994). Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie. Hillsdale, NJ: Lawrence Erlbaum.

This volume details learning strategies as they relate to psychology, and what collegiate teachers should know about psychology to instruct most effectively.

Popham, W. J. (2013). Classroom assessment: What teachers need to know. (7th ed.). Allyn and Bacon.

In a non-threatening style, this book explores the relationship between classroom assessment and the daily assessment decisions a teacher makes, including issues of reliability, validity, and alternative assessments.

Shor, I (1996). When students have power: Negotiating authority in a critical pedagogy. Chicago: University of Chicago.

This is the narrative of one class in which Shor tried to fully share with his students control of the curriculum and of the classroom. How he resolves the unexpected problems while remaining true to his commitment to power-sharing and radical pedagogy is the crux of the book.

Silberman, M. L. (1996). Active learning: 101 strategies to teach any subject. Boston, MA: Allyn and Bacon.

This book is a collection of teaching strategies to get students involved and interested in the learning process.

Timpson, W. M., et al. (2002). Teaching and performing: Ideas for energizing your classes. (2nd ed.). Madison, WI: Magna Publications, Inc..

Using performance theory, the authors show how an educator can transform ordinary classroom experiences into occasions that attract and engage students.

Webster, T. (2010). How to be successful in your first year of teaching college: Everything you need to know that they don’t teach you in school. Ocala, Fla: Atlanta Pub. Group.

Weimer, M. (2013). Learner-centered teaching: five key changes to practice. (2nd ed.). San Francisco: Jossey-Bass.

This book offers a comprehensive introduction to the topic of learner-centered teaching in the college and university classroom, including the most up-to-date examples of practice in action from a variety of disciplines.

Weimer, M. (1993). Improving your classroom teaching. Newberry Park, CA: Sage Publications.

Weimer dissects the characteristics of good teaching such as enthusiasm, organization, and knowledge, and suggests methods of improvement in the classroom. Weimer provides a list of teaching tools, examples, and an overall philosophy of good teaching.

Wiggins, Grant J. & McTighe, Jay (2006). Understanding by design – Expanded (2nd ed.). New York: Pearson.

The authors discuss how to design learning experiences that make it much more likely that student understand content and apply it in meaningful ways.

Williams, J. A. (1994). Classroom in conflict: Teaching controversial subjects in a diverse society. Albany, NY: State University of New York Press.

The author discusses underlying problems of teaching controversial subjects in the university history classroom and suggests ways of addressing them.

REFERENCES

Armes, N. R., & Archer P. F. (1980). Building success in the classroom (pp.17-23). New York: Media Systems Corporation, as cited in University of Delaware Handbook.

Axelrod, J. (1980). From counterculture to counterrevolution: A teaching career, 1959-1984, New Directions for Teaching and Learning (No.1, pp.7-20).

Bailey, J. (ed.). (1986). Handbook for teaching assistants: The TA at U. of D. Center for Teaching Effectiveness, University of Delaware Press.

Birdsall, M. (1987). Writing, designing, and using a course syllabus. Office of Instructional Development and Evaluation, Northeastern University Press.

Cashin, W. E. (1985). Improving lectures, (IDEA Paper No. 14). Kansas: Center for Faculty Evaluation and Development, Kansas State University Press.

Cashin, W. E. (1987). Improving essay tests. (IDEA Paper No. 17). Kansas: Center for Faculty Evaluation and Development, Kansas State University Press.

Chism, N., et al. (1992). Teaching at the Ohio State University: A handbook. Center for Teaching Excellence, The Ohio State University Press.

Crow, M. L. (1980). Teaching as an interactive process. New Directions for Teaching and Learning, 1, 41-56.

Eriksen, S. C. (1984). The essence of good teaching. San Francisco, CA: Jossey-Bass.

Ewens, W. (1976). Preparing for teaching: Some suggestions for graduate students of sociology. American Sociological Association, Teaching Resources Center.

Farris, C. (1985). Mentor: A handbook for new teaching assistants (2nd Ed.). Seattle, WA: Center for Instructional Development and Research, University of Washington Press.

Gappa, L., & Gill, B. (1991). Teaching and FSU: A handbook. Tallahassee, FL: Program for Instructional Excellence, Florida State University Press.

Hyman, R. T. (1980). Questioning in the college classroom. (IDEA paper No. 8). Kansas: Center for Faculty Evaluation and Development, Kansas State University Press.

Jenkins, M. L., Gappa, J. M., & Pearce, J. (1983). Removing bias: Guidelines for student-faculty communication. Annadale, VA: Speech Communications Association, as cited in University of Delaware handbook.

Karani Lam, Z. Some issues in value clarification in multicultural settings. Cambridge, MA: Lesley College Press.

Legg, S. M. (1991). Handbook on testing and grading. Gainesville, FL: Office of Instructional Resources.

Mahdi, A., College, A., Useem, J., & Ewens W. (January, 1987). “Problems foreign students face as teaching assistants”, Footnotes (p. 6). American Sociological Association.

McKeachie, W. J. (1994). Teaching tips: Strategies, research and theory for college and university teachers. (9th ed.). Lexington, MA: D. C. Heath and Co.

Northeastern University. (1984). Northeastern University freshman advising training manual. Northeastern University Press.

Ohio State University. (1990). Teaching at the Ohio State University: A handbook. Center for Teaching Excellence: The Ohio State University Press.

Ronkowski, S. (1986). TAs as teachers: A handbook for teaching assistants at UCSB. Regents of the University of California: University of California Press.

Rutgers University. (1988). The teaching assistant handbook. New Brunswick, NJ: The Graduate School Teaching Assistant Project, Rutgers University Press.

Segerstrale, U. (1982). The multifaceted role of the section leader. In M. M. Gullette. (Ed.), The art and craft of teaching (pp. 49-69). Cambridge: Harvard University Press.

University of Illinois. (1980). Handbook for teaching assistants at the University of Illinois at Urbana-Champaign. Office of Instructional Resources: University of Illinois Urbana-Champaign Press.

University of Illinois at Urbana-Champaign. (1988). Handbook for teaching assistants at the University of Illinois at Urbana-Champaign. Office of Instructional Resources: University of Illinois Urbana-Champaign Press.

University of Illinois at Urbana-Champaign. (1986). Teaching large classes. (Illinois Instructor Series No. 1). Instructional and Management Services, Instructional Development Division, University of Illinois Press.

University of Nevada. Pathfinder: An introduction to teaching at UNR. Graduate School Instructional Development: University of Nevada Reno Press.

University of Pittsburgh. Teaching at Pitt: A handbook for teaching assistants. Office of Faculty Development: University of Pittsburgh Press.

University of Tennessee. (1986). A handbook of resources for new instructors at UTK. Learning Resources Center: University of Tennessee at Knoxville Press.

Unruh, D. (Ed.). (1986). The TA at UCLA: 1986-1987 handbook. Regents of the University of California: University of California Press.

White, S., & Hennessey, R. Blackboardsmanship. Graduate Assistants Teaching Program, 258 LeConte Hall: University of California Berkeley Press, as cited in University of California Santa Barbara handbook.

Yonge, G. (1977). Evaluating student learning. Handbook for teaching assistants. Graduate Division: University of California Davis Press, as cited in University of California Santa Barbara handbook


HANDBOOK EVALUATION FORM

Dear Reader:

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Relevant    Irrelevant

How useful do you think this handbook will be to you?

5  4  3  2  1

Useful     Useless

How interesting did you find this handbook to read?

5  4  3  2  1

Very interesting     Very boring

What did you like best about this handbook?

 

What did you like least about this handbook?

 

What, if anything, would you like to see included in the next handbook that is not in this one?

 

What, if anything, would you change or delete that is included in this handbook?

 

Are you a Teaching Assistant?

Yes     No

(If “No”, describe teaching role)

 

return by campus mail
RETURN TO:

Jennifer Smith

University of Florida

Center for Teaching Excellence

Bryant Space Science Center

P.O. Box 112025

Gainesville, FL 32611

License

Icon for the Creative Commons Attribution-NonCommercial 4.0 International License

UF TA Handbook by John Jordi; Genavie Cueman; and Jennifer K. Smith is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

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