Preparing to step into the classroom at the beginning of a semester requires instructors to consider a plethora of issues that impact both the teaching approach and learning activities of a course. Example considerations include: how to develop course content; organizing content in a manageable way for effective teaching and student learning; choosing teaching and learning strategies that will align assessment and evaluation methods with course objectives; determining how to make learning accessible to all students in the course; writing well-constructed assignments and exams; and creating a syllabus that conveys the right message about the course including what students can expect. It is also important to consider how you will build rapport with students and support their learning starting on the first day of class.
A useful and comprehensive resource used in CELT programming is A Practical Handbook for Educators: Designing Learning (2011) by Liesel Knaack. The book is in an easy-to-access format with lots of information, visual organizers, short reflective activities, and ‘Top 10′ chapter tips.
This section of the website features content that will help instructors prepare to teach a course and includes:
Starting with the End in Mind Designing a new course, or redesigning an existing course, can seem like a daunting task, particularly if you have
The goal is where we want to be. The objectives are the steps needed to get there. Course Goals/Learning Outcomes Course goals or learning outcomes
Ann Marie VanDerZanden, Associate Provost describes some best practices for creating an effective course syllabus in this Syllabus Best Practices YouTube video (see below). https://youtu.be/l2_IQfX27jY
Recommended syllabus statements have been developed in order to communicate a uniform message to all students about university policies that impact their experience at ISU.
Note: The examples below include the full website information to provide a means for instructors to copy and paste the information into a printable document.
The teaching-learning process is an inherently social act. Throughout the learning process students interact with the instructor, their peers and the course content, often simultaneously
You never get a second chance to make a good first impression.— Will Rogers Research shows that students form their opinions about the instructor and
Publishers and educational material providers are moving rapidly to develop a variety of digital course materials including, but not limited to: adaptive learning products, courseware,