Barbara Gross Davis’s Tools for Teaching (San Francisco: Jossey-Bass, 1993) offers “a compendium of classroom-tested strategies and teaching suggestions” for both new and experienced college teachers. Of the 49 chapters in the print version, 18 are available online. You can click here to access the table of contents, or select individual chapters from the following list:

• Preparing or Revising a Course: Which goals are most important for my course? How can I define and limit course content? What strategies are helpful to structure and sequence course activities and assignments? Are there useful criteria to consider in selecting textbooks and readings? Which course policies and logistical tasks will influence how well my course is managed? 
• Encouraging Student Participation in Discussion: How can I create a classroom in which students feel comfortable, secure, willing to take risks, and ready to test and share ideas? 
• Delivering a Lecture: Which lecturing tactics can I use to capture and hold my students' interest and to enhance their retention of information?   
• Collaborative Learning: If students learn more effectively in small groups, how can I incorporate these strategies into my course? Which practices are most useful for designing, organizing, and evaluating student work in learning groups? 
• Motivating Students: Which factors should I consider for enhancing student motivation to learn in my course? How do my course structure and grading practices influence student motivation? How can I motivate students to do the readings for my course?  
• Helping Students Write Better in All Courses:  Do I have the responsibility in my course to help students write better? How can I teach writing when I am not an English teacher? What are some examples of effective in-class writing activities?   
• Quizzes, Tests, and Exams: What can I do to design tests that are effective in motivating, assessing, and reinforcing learning in my course? How can I choose the best type(s) of tests for my course? Which steps can I take to construct effective quizzes and exams? 
• Grading Practices: Do I have clear and fair grading practices in my course? Should I grade "on the curve"? How can I minimize student complaints about grading?
• Fast Feedback: Other than an end-of-course evaluation form, how can I get student feedback during the term to benefit students while the course is in progress? What can I do to check student understanding of the material we are covering?