[Please note: this Compendium was first published in 1983 and many of the suggestions may be out of date. We leave it on the web as a service, but do recommend that you check more contemporary sources, too. The ideas in the Compendium have been expanded and incorporated into a book, Tools for Teaching, published by Jossey-Bass.]

1. Select a textbook that opposes your lectures' perspective (Number 1)
2. Assign readings to represent a variety of viewpoints (Number 2)
3. Present each of several competing theories (Number 3)
4. Invite guest speakers with differing viewpoints (Number 4)
5. Draw upon the diverse backgrounds of your students (Number 5)
6. Use student opinion to create a microcosm of current issues (Number 6)

1. Telephone colleagues conducting state-of-the-art research (Number 7)
2. Require students to read current journal articles (Number 8)
3. Require students to read current newspapers or periodicals (Number 9)
4. Share your professional "junk mail" with your students (Number 10)
5. Let your students know about relevant events and resources (Number 11)

1. Distribute a bibliographic list on each major topic (Number 12)
2. Prepare two lists of references for each course topic (Number 13)

1. Give students a conceptual framework (Number 14)
2. Focus your course on the classic issues and concepts (Number 15)
3. Stress the most enduring values or truths (Number 16)
4. Repeatedly touch base with the fundamentals or basics (Number 17)
5. Model processes of deductive or inductive reasoning (Number 18)
6. Pose paradoxes for students to solve (Number 19)
7. Divide your course into parts (Number 20)

1. Focus your lectures on a few main points (Number 21)
2. Carefully define all concepts and terms (Number 22)
3. Rephrase explanations of major points several times (Number 23)
4. Use lots of concrete or memorable examples (Number 24)
5. Demonstrate (rather than describe) a concept or idea (Number 25)
6. Empathize with students' difficulties in learning (Number 26)
7. Acknowledge the difficulty of certain concepts (Number 27)

1. Keep a set of cumulative notes for each course topic (Number 28)
2. Keep a journal (Number 29)
3. Completely rework your lecture notes (Number 30)
4. Review several textbooks for each lecture topic (Number 31)
5. Use an abbreviated set of lecture notes (Number 32)
6. Reread the texts assigned to students (Number 33)
7. Prepare handouts of the outline and important details (Number 34)
8. Prepare a detailed course syllabus (Number 35)
9. Teach the same course in a subsequent semester (Number 36)
10. Audit the same or related courses taught by colleagues (Number 37)

1. Let students know what you're going to discuss and why (Number 38)
2. Write an outline on the blackboard before you begin (Number 39)
3. Give students a list of questions (Number 40)
4. Outline your lecture on the blackboard as it develops (Number 41)
5. Structure a lecture as you would a journal article (Number 42)
6. Use "closed lists" whenever possible in your lectures (Number 43)
7. Organize your lectures into 10-minute segments (Number 44)
8. Schedule a break if your class exceeds one hour (Number 45)
9. Pay attention to your boardwork (Number 46)

1. Begin and end your lectures with a summary statement (Number 47)
2. Use the blackboard for effective summarization (Number 48)
3. Begin with a brief summary of the last meeting (Number 49)

1. Call attention to the most important ideas (Number 50)
2. Explain or demonstrate why a particular point is important (Number 51)
3. Indicate the relative importance of ideas (Number 52)
4. Use dramatic pauses and repetition (Number 53)

• Part One: Integrate Discussion Into Your Lectures

1. Divide your lecture into blocks of time (Number 54)
2. Make one of the lecture periods a discussion section (Number 55)
3. Move around the room to promote discussion (Number 56)

• Part Two: Respond to Student Questions

1. Redirect student questions (Number 57)
2. Paraphrase student questions (Number 58)
3. Postpone student questions (Number 59)
4. Admit when you don't know the answer (Number 60)
5. Understand why students repeat the same questions (Number 61)

• Part Three: Help Students Prepare for Discussion

1. Explain the purpose of discussion (Number 62)
2. Create an appropriate physical setting for discussion (Number 63)
3. Identify discussion questions/issues in advance (Number 64)
4. Have students read different books and journal articles (Number 65)
5. Use an assignment as a basis for discussion (Number 66)
6. Use an opinion questionnaire as a basis for discussion (Number 67)
7. Assign students specific leadership responsibilities (Number 68)
8. Begin with common experiences (Number 69)
9. Divide the class into smaller groups (Number 70)
10. Prompt discussion through the use of key phrases (Number 71)
11. Try brainstorming techniques (Number 72)

• Part Four: Sustain and Focus Discussion

1. Encourage heated debates (Number 73)
2. Intercede if the discussion breaks down (Number 74)
3. Keep notes during discussion (Number 75)
4. Assign students responsibility for summarizing major points (Number 76)

1. Call on students who might provide an interesting viewpoint (Number 77)
2. Introduce students to the good work done by their peers (Number 78)
3. Require students to bring examples of previous work to class (Number 79)
4. Encourage students to apply their backgrounds (Number 80)
5. Encourage students to make presentations to the class (Number 81)

1. Explicitly point out alternative points of view (Number 82)
2. Encourage students to take a different approach from yours (Number 83)

• Part One: Get and Use Feedback

1. Increase your eye contact with students (Number 84)
2. Ask students if they understand what you are saying (Number 85)
3. Call on students to paraphrase or to summarize (Number 86)
4. Begin your lecture with a series of questions (Number 87)
5. Ask questions during lecture (Number 88)
6. Give students problems to solve during class time (Number 89)
7. Reserve the last 10 minutes of class for questions (Number 90)
8. Give frequent assignments (Number 91)
9. Give frequent quizzes (Number 92)
10. Schedule an oral quiz with each student (Number 93)
11. Schedule individual appointments with students (Number 94)
12. Assign "minute papers" at the end of class (Number 95)
13. Use index cards to get feedback (Number 96)
14. Ask students to define, associate or apply concepts (Number 97)
15. Use a question box to solicit comments or problems (Number 98)
16. Periodically borrow students' lecture notes (Number 99)
17. Encourage students to form study groups (Number 100)
18. Establish a Liaison Committee (Number 101)
19. Install a telephone "hotline" (Number 102)
20. Attend or lead lab or discussion sections yourself (Number 103)
21. Have students turn in their lecture notes (Number 104)

• Part Two: Evaluate Instruction

1. Hand out short questionnaires to get feedback (Number 105)
2. Have students send you a telegram evaluation (Number 106)
3. Have TIES conduct an oral evaluation with your students (Number 107)
4. Videotape your class (Number 108)
5. Respond visibly to student suggestions and criticisms (Number 109)

1. Have students solve problems at the board (Number 110)
2. Use the Socratic method (Number 111)
3. Pose a question and call on a student to answer (Number 112)
4. Provide students with time to think about an answer (Number 113)
5. Probe for adequate answers from students (Number 114)
6. Answer a question with a question (Number 115)

1. Schedule specific topics for office hours (Number 116)
2. Give a diagnostic test at the begging of the semester (Number 117)
3. Provide self-instructional materials (Number 118)
4. Fill in the cultural gaps with handouts (Number 119)
5. Require below "C" level students to see you (Number 120)
6. Meet regularly with each student who does poorly on exams (Number 121)
7. Integrate weaker students into the class through group work (Number 122)
8. Refer students to the Student Learning Center (Number 123)

• Part One: Get Acquainted

1. Have students fill out a background questionnaire (Number 124)
2. Pair students up to introduce each other (Number 125)
3. Have students do a structured exercise (Number 126)
4. Enter the class from the same door as the students (Number 127)
5. Provide a relaxed informal atmosphere (Number 128)
6. Host an informal social gathering for your students (Number 129)
7. Invite students to lunch (Number 130)

• Part Two: Learn Students' Names (Suggestions 131-136)

1. Ask students their names whenever possible (Number 131)
2. Use index cards as a mnemonic device (Number 132)
3. Post students' names prominently (Number 133)
4. Make a game of learning students' names (Number 134)
5. Arrive at class 10 minutes early to talk with students (Number 135)
6. Consciously use students' names whenever possible (Number 136)

1. Keep some time free after class to talk with students (Number 137)
2. Go to class before it begins (Number 138)
3. Give out your home phone number (Number 139)
4. Keep your office door open as much as you can (Number 140)
5. Do some of your own work in your campus office (Number 141)

1. Relate the course material as a story (Number 142)
2. Begin with an incident, example or anecdote (Number 143)
3. Focus lectures around a common object or event (Number 144)
4. Open with gusto and finish strong (Number 145)
5. Focus on five or six different students around the room (Number 146)
6. Exaggerate everything about your presentation (Number 147)
7. Begin your lecture with a joke of the week (Number 148)
8. Vary the pace and instructional activities of the course (Number 149)
9. Invite guest speakers to your class (Number 150)

1. Make diagnostic and practice audiotapes (Number 151)
2. Use the blackboard as a brake (Number 152)
3. Color-code your lecture notes (Number 153)
4. Vary the pitch or inflection of your voice (Number 154)
5. Practice communication skills in front of a mirror (Number 155)
6. Build deliberate pauses into your lectures (Number 156)
7. Use students to monitor your presentation (Number 157)
8. Wear a microphone to talk to the back row (Number 158)

• Part One: Identify the Knowledge and Skills Students Bring

1. Give a nongraded assignment during the first week (Number 159)
2. Review student transcripts (Number 160)
3. Review students' work examples (Number 161)

• Part Two: Give Students Skills and Knowledge to Do Well In Class

1. Orient new students to the University, the dept. and course (Number 162)
2. Give a mini-lecture on how to write a paper (Number 163)
3. Give a mini-lecture on how to read a book (Number 164)
4. Hold an outside review session every two weeks (Number 165)
5. Devote the last day of class to an overall review (Number 166)
6. Correct students' speaking errors (Number 167)
7. Emphasize how to learn form one's mistakes (Number 168)

• Part Three: Develop Positive Relationships With Students

1. Make personal contact with individual students (Number 169)
2. Individualize instruction as much as possible (Number 170)
3. Treat students like colleagues (Number 171)

• Model your own high standards to students (Number 172)

• Part One: Give Students an Opportunity to Do Well on Assignments

1. Give a brief early assignment (Number 173)
2. Require frequent short assignments (Number 174)
3. Replicate assignments covering basic concepts (Number 175)
4. Give students options in selecting assignments (Number 176)
5. Give students a choice of substituting a paper (Number 177)
6. Schedule individual appointments with students (Number 178)
7. Use a structured process to help students (Number 179)

• Part Two: Challenge Students With Stimulating Activities

1. Set up student panels (Number 180)
2. Use classroom debates (Number 181)
3. Create opportunities for role playing (Number 182)
4. Ask students to give oral presentations (Number 183)
5. Use case studies and simulation techniques (Number 184)

• Part Three: Challenge Students With Stimulating Assignments

1. Give provocative assignments (Number 185)
2. Do assignments for "real world" clients (Number 186)
3. Give students field experience assignments (Number 187)
4. Give assignments typical of the field (Number 188)
5. Assign independent research projects (Number 189)
6. Assign analysis of an essay or article (Number 190)
7. Give role-playing assignments (Number 191)
8. Give exercises for problem visualization and approximation (Number 192)

1. Use test questions similar to those used in homework (Number 193)
2. Prepare students for challenging test questions (Number 194)
3. Ask specific questions (Number 195)
4. Balance the difficulty of test items (Number 196)
5. Include an extra credit problem to write a question (Number 197)
6. Hand out study and review questions before the exam (Number 198)
7. Hold review sessions before the exam (Number 199)
8. Permit students to bring in one page of notes (Number 200)
9. Give two or more midterms and have the first one early (Number 201)
10. Distribute sample answers to past exams (Number 202)
11. Give more quizzes than count (Number 203)

Section Twenty-three: Keeping Students Informed of Their Progress

1. Return tests and assignments at the next class meeting (Number 204)
2. Discuss solutions or answers to tests and assignments (Number 205)
3. Hand out or post solutions as soon as work is turned in (Number 206)
4. Return a "perfect" exam along with the corrected exam (Number 207)
5. Make extensive constructive comments on student work (Number 208)
6. Have students peer-edit each other's work (Number 209)
7. Have students keep a logbook of their progress (Number 210)

Section Twenty-four: Making the Most Effective Use of Teaching Assistants

1. Guide, train and supervise Teaching Assistants (Number 211)

Section Twenty-five: Developing an Impressive Introductory Large Lecture Course

1. Implement good practices in teaching large lecture courses (Number 212)