Anthony Abbott, "Navigating the Wood: An Essay on Course Planning" in A Practical Guide for the Beginning Professor. R. Sawyer, Keith Pritchard, Karl Hostetler eds. New York: Peter Cane, 1992. 195-203.

In order to navigate through the dense wood that is teaching, Abbott presents us with well thought rules for composing an effective syllabus appropriate for undergraduate level classes. For example, consider your audience before composing a long winded and complicated syllabus; adjust language to meet the needs of beginners. When planning your syllabus, don't be afraid to ask your colleagues (if you are, that is a definite sign) and be sure to read your own texts. Create favorable conditions for exams and papers. Essay revisions, test questions that require students to synthesize instead of repeat course material, and participation requirements that take the shyness factor into account will encourage students. His final rule, Less is More, was my favorite because it emphasizes the need to be well-organized as a foundation for spontaneity with an eye on the long term consequences of teaching, that every year it will take longer to cover the same material.

Jeanne Slattery and Janet Carlson, "Preparing and effective syllabus: current best practices" in College Teaching, 53.4 (Fall 2005): 159ff.

The functional aspect of this article complements Abbot's work nicely. The authors focus on motivation, structure, and evidence of strong teaching skills helps us, the budding instructors, understand the professional benefits of a syllabus. One that is warm rather than formal sets the stage for higher student morale and performance while making the implicit explicit. However, Slattery and Carlson's logic is somewhat disturbing. As a minority in more ways than one, I found the idea that this levels the playing field for "us" well intended but condescending. They left the more direct consequences, faculty/student relations and clear expectations, implicit. Structurally, a syllabus should tell students where the class is going and how it will get there in order to help them develop time management skills and us (no quotations) articulate individual teaching philosophies. An effective syllabus also provides potential employers with evidence considered in tenure and accreditation decisions. We are well-versed in the parts of a syllabus, but overall the goals are to communicate a complete set of information speckled with motivational comments in an engaging and professional manner.

Heather Dubrow and James Wilkinson, "The Theory and Practice of Lectures" in The Art and Craft of Teaching. ed Margaret Gullette. Cambridge: Harvard University Press, 1982. 25-37.

This article succinctly outlined the major components of designing the lecture component of a class. First, it is important to remember that we "run the show" and should use our strengths and at the same time compensate for our weaknesses. In order to do this, planning ahead is key and allows us to develop important questions, themes, and the logical sequence of lecture topics. From here, the authors stress that knowledge of the major points, their order and emphasis will help the lecture flow smoothly especially when supplemented by a detailed outline (approximately ten pages long for a 50 minute class). They include practical tips such as speaking in a slow, but lively and engaging voice, starting the class with a problem and ending with the solution, and using visual aides. Finally, their mantra is catchy: This is going to be fun!

Richard Weaver III, "Effective Lecturing Techniques: Alternatives to Classroom Boredom" in Teaching College: Collected Readings for the New Instructor. eds. Mary Weimer and Rose Neff. Madison: Magna Publications, 1990.

Weaver summarized the keys to passionate lecturing with the acronym AIDA. By allowing students to settle into lecture with an anecdote followed by a brief overview, we pay Attention to our audience. We generate Interest by gauging their attention spans, and keeping lectures simple but varied and formatted. The kinds of information we give should include facts and examples, and in the form of an interactive speech rather than a "lecture". We demonstrate our Desire to give good and enthusiastic lectures through an active and emotional commitment to a well articulated and powerfully spoken topic. Finally, by being prompt, prepared, organized, and alert, our Actions are spontaneous but filled with poise and ease. (This reminds me of One from Chorus Line.) More specifically, the importance of knowing and articulating our topics is best expressed in a well organized presentation that captures and holds the students' attention because the lecture material is interesting and delivered by a competent and enthusiastic instructor.