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Presents information on how to start a course in college. Ways designed by teachers to begin courses; Pre-class preparation; Establishment of expectations and suggesting ways to meet them; Establishment of student-professor and student-student communication mechanisms.

Discusses various aspects of the student-centered approach to college teaching. Problems encountered during implementation of the approach; Faculty concerns.

Highlights the benefits of giving writing assignments to college students in the United States. Exploration of initial attitudes toward subject to be studied; Activation of prior knowledge about the subject; Relevance of subject to life; Establishment of mental connections between newly learned and previously known material.

The authors describe a nontraditional approach to microteaching intended to help prepare students for successful early field experiences. A theoretical basis for the approach is outlined and its use in two different courses is described. Guidelines are provided for identifying and communicating goals, structuring peer feedback and self‐evaluation, and getting the most out of instructor‐student conferences. [ABSTRACT FROM PUBLISHER]