Teaching Guide Site Index
Introduction
I. University and the College A. Academic Divisions B. Academic Administration C. Academic Governance
II. Teaching in the College A. Chicago Undergrads B. Academic Standards C. Developing as a Teacher
Suggestions? emily@uchicago.edu
I. University and the College
A. Academic Divisions The College Biological Sciences Collegiate Division Humanities Collegiate Division New Collegiate Division Physical Sciences Collegiate Division Social Sciences Collegiate Division Professional Schools Divinity School Graduate School of Business Harris Graduate School of Public Policy Studies Law School Pritzker School of Medicine School of Social Service Administration Graduate Divisions Division of the Biological Sciences Division of the Humanities Division of the Physical Sciences Division of the Social Sciences Other Divisions and Institutions B. Academic Administration President Provost Deans Masters of Collegiate Divisions Deans of Students C. Academic Governance Academic Governance University Ruling Bodies The University Senate The Council of the University Senate The Committee of the Council The Constitution of the College Governance: Trustees Members and Trustees Committees Officers Faculty Rank Instructors Collegiate Assistant Professors Assistant Professors Associate Professors and Professors Clinical Faculty Other Academic Personnel Faculty Residency Requirements Three Quarter Appointments Four Quarter Appointments Removal of Faculty Members
A. Academic Divisions
Biological Sciences Collegiate Division Humanities Collegiate Division New Collegiate Division Physical Sciences Collegiate Division Social Sciences Collegiate Division
Divinity School Graduate School of Business Harris Graduate School of Public Policy Studies Law School Pritzker School of Medicine School of Social Service Administration
Division of the Biological Sciences Division of the Humanities Division of the Physical Sciences Division of the Social Sciences
B. Academic Administration
C. Academic Governance
University Ruling Bodies The University Senate The Council of the University Senate The Committee of the Council The Constitution of the College
Members and Trustees Committees Officers
Instructors Collegiate Assistant Professors Assistant Professors Associate Professors and Professors Clinical Faculty Other Academic Personnel
Three Quarter Appointments Four Quarter Appointments Removal of Faculty Members
II. Teaching in the College
A. Chicago Undergraduates: The Educational Experience The Curriculum General Education and the Core Concentration Programs Graduation Requirements Course Load Repetition of Courses The BA Paper Reading and Research Courses Petitions Academic Standing Registration Procedures and Deadliness Enrollment Status and Grading The Quarter System Teaching Calendar Official Holidays and Other Non-Teaching Days Teaching Times Final Exams The Advising System Deans College Advisers Communication between Faculty and Advisers Faculty Counselors for Undergraduate Concentration Resources for Students Student Counseling and Resource Service College Core Academic Tutors Assistance for Students with Disabilities Learning Disabilities Useful Web Pages The Housing System Co-curricular Time Demands Recognized Student Organizations (RSOs) Athletics Internships Community Service B. Academic Standards Grading: Policies and Procedures Principles for Effective Grading College Grading Policies Frequently Asked Questions Research Protocols Teaching Research Standards across the Curriculum Statement of Policy Sources: Their Use and Acknowledgement Resources for Faculty Academic Dishonesty Detecting Plagiarism Consequences of Plagiarism C. Developing as a Teacher Class Preparation The First Day of Class The Syllabus Course History and Demographics Books The Room Office Hours and Availability Outline for a Typical First Day Teaching Methods Lecturing Questions to have in Mind: Preparing a Lecture Further reading: Gleitman, "Using a Much Maligned Method of Teaching" Smith-Haring, "Teaching by Lecture" Abella, "On Effective Lecturing" Discussion Teaching Questions to have in Mind: Preparing a Discussion Session Further reading: Redfield, "On Discussion Teaching" Further Reading on teaching methods Booth, "What Little I Think I Know about Teaching" Smith, "The Necessary Lie: Duplicity in the Disciplines" Teaching Feedback and Evaluations Feedback Student Questionnaires Teaching Evaluations Teaching Portfolio Registrar Services Class Lists Course Requirements Course Numbers Cancellation of Courses and Time Changes Attendance Faculty Absences Grade Sheets Supervising and Mentoring TAs Resources for Teaching Center for Teaching and Learning Midwest Faculty Seminar University of Chicago Libraries Instructional Uses of Internet NSIT Chalk Bookstores Copy Centers Other Resources The National Teaching and Learning Forum Teaching Awards
General Education and the Core Concentration Programs Graduation Requirements Course Load Repetition of Courses The BA Paper Reading and Research Courses Petitions Academic Standing Registration Procedures and Deadliness Enrollment Status and Grading
Teaching Calendar Official Holidays and Other Non-Teaching Days Teaching Times Final Exams
Deans College Advisers Communication between Faculty and Advisers Faculty Counselors for Undergraduate Concentration
Student Counseling and Resource Service College Core Academic Tutors Assistance for Students with Disabilities Learning Disabilities Useful Web Pages
Recognized Student Organizations (RSOs) Athletics Internships Community Service
Principles for Effective Grading College Grading Policies Frequently Asked Questions
Teaching Research Standards across the Curriculum Statement of Policy Sources: Their Use and Acknowledgement Resources for Faculty
Statement of Policy Sources: Their Use and Acknowledgement Resources for Faculty
Detecting Plagiarism Consequences of Plagiarism
The Syllabus Course History and Demographics Books The Room Office Hours and Availability Outline for a Typical First Day
Lecturing Questions to have in Mind: Preparing a Lecture Further reading: Gleitman, "Using a Much Maligned Method of Teaching" Smith-Haring, "Teaching by Lecture" Abella, "On Effective Lecturing" Discussion Teaching Questions to have in Mind: Preparing a Discussion Session Further reading: Redfield, "On Discussion Teaching" Further Reading on teaching methods Booth, "What Little I Think I Know about Teaching" Smith, "The Necessary Lie: Duplicity in the Disciplines"
Lecturing
Questions to have in Mind: Preparing a Lecture Further reading: Gleitman, "Using a Much Maligned Method of Teaching" Smith-Haring, "Teaching by Lecture" Abella, "On Effective Lecturing"
Discussion Teaching
Questions to have in Mind: Preparing a Discussion Session Further reading: Redfield, "On Discussion Teaching"
Further Reading on teaching methods
Booth, "What Little I Think I Know about Teaching" Smith, "The Necessary Lie: Duplicity in the Disciplines"
Feedback Student Questionnaires Teaching Evaluations
Class Lists Course Requirements Course Numbers Cancellation of Courses and Time Changes Attendance Faculty Absences Grade Sheets
Center for Teaching and Learning Midwest Faculty Seminar University of Chicago Libraries Instructional Uses of Internet NSIT Chalk Bookstores Copy Centers Other Resources The National Teaching and Learning Forum Teaching Awards
NSIT Chalk
The National Teaching and Learning Forum Teaching Awards
uchicagosm ©2002 The Center for Teaching and Learning 5845 South Ellis Avenue 773-834-4439
©2002 The Center for Teaching and Learning 5845 South Ellis Avenue 773-834-4439