For Faculty

Teaching a Course

While there is no single best way to teach a course our teaching a course page provides you with helpful suggestions on:

Please contact us if you would like to talk about these ideas in person.

Initial Preparation

Do your homework: find out who your audience is (freshmen, sophomores, etc.), what the prerequisites for your course are, how many students are expected to register for it, and so on, as well as the location of the lecture theater in which you will be teaching.

Checking out the classroom beforehand is always useful, especially if you have never taught before or if you have never taught in this particular location. This is important because it gives you a sense of the room and its set-up—that way, there won't be any unpleasant surprises on your first day of class.

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Develop a Comprehensive Course Outline

The course outline should contain information on:

This outline needs to be handed to students at their first class with you, and you should talk them through it, making time to clear up any misunderstandings that may arise. A copy of the outline should also be posted on your Blackboard page or the course website for students who misplace the hardcopy.

You should also refer to this outline frequently during the course of the semester so that students recognize it as the resource it is intended to be.

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The First Lecture 

You only get one opportunity to make a first impression, so make it a good one. Be on time and have your notes and visual aids ready to begin—nothing says 'disorganized' and 'unprepared' quite like a professor who arrives late, and proceeds to waste valuable class time connecting the projector and laptop.

Greet the students and introduce yourself—an obvious, but often overlooked tool for creating a welcoming environment in the classroom. Some faculty like to tell the students a bit about themselves—where they studied, what their research interests are, and so on.

Define the 'rules of engagement' for your class:

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The Teaching Itself

Most faculty members, when they were undergraduates, were taught didactically (i.e., the lecturer talked and the students listened and took notes). This is known as the transmission model of teaching and involved minimal engagement between the students, faculty member, and material being taught. This is arguably not the optimal method of teaching because it implies that students are empty vessels waiting to be filled up with information.

In reality, most students already know something, no matter how little, about the subject and want to learn more by active engagement with their professor and their peers in the class. Also, bear in mind that the average attention span of your students is between 15 and 20 minutes.

Teaching Techniques to Improve Learning

Plan activities—such as quizzes, problems to solve, minute papers, debates, and role plays—for use every twenty minutes or so in order to hold the students' attention and get them actively involved in their own learning. Use these active learning techniques where there is a natural break in the material being taught, such as at the end of a section.

Start each lecture with a summary of how the previous lecture ended, as well as how it fits into what has been taught in the course so far (the 'big picture'). Another opening strategy is to briefly address any questions that may have been brought to your attention since the last class, either during your consultation times or via email.

End each lecture with a summary of what was covered this lecture, and what will be dealt with in the next lecture.

Use signposts, also known as discourse markers. A signpost is a word or phrase that directs students' awareness and understanding in certain directions. For instance, when a faculty member uses the signpost 'in other words', they are indicating that a previous point is being repeated in a slightly different way. Implicitly, students understand that if the faculty member is repeating the point, then it must be important and they are more likely than not to note it down.

Examples of commonly used signposts include:

Use examples throughout your lecture to illustrate what you are teaching—they are vital in helping students to situate theory in practice. There are two ways of doing this: either you can offer examples, or as an activity, you could ask your students to generate some of their own.

Keep 'checking in' with the students to see if they understand the material being taught. Doing this offers the students an opportunity to ask questions and seek clarity in a safe space. It also allows you to gauge their level of understanding of the material, and decide whether you need to go back and re-explain the work from the beginning, or whether you can continue with the syllabus. 'Checking in' can include phrases such as:

Make use of visual aids, PowerPoint slides, YouTube clips, maps, artifacts, or any other kind of material that will connect with your students and support their learning.

Specific references to the course textbook, readings, and assessment tasks throughout the class session helps students to see that they are an integral part of the course, rather than simply 'add-ons'.

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Using Blackboard to support your teaching

A big caveat is that you should never use Blackboard solely as a 'dumping ground' for articles or readings. This adds no value to the students' learning experience, especially when they can get this kind of information from the library.

See the Blackboard site for more information.

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The Final Lecture

This is a good time to pull together all the major themes that have been taught during the course, and fit them together into a 'big picture.' You should also use this time to summarize the key themes of the course.

Ask students in advance to bring any questions that they might have about the course material to the final lecture, and spend the period working through these questions. You may ask the students to give you these questions a day or two before the final class, so that you can collate them, and then get the students to work together in groups to find answers. Remember to always encourage peer collaboration before offering your solutions—it is important for students to be able to work together to find solutions.

End the lecture with some broad comments about the exam, its structure, and what kinds of answers are expected.

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Evaluating Your Teaching

Student evaluations of your teaching are vital because they provide a 'dipstick' measurement of how the students are experiencing both the course and your teaching.

Evaluations can be anxiety-inducing for faculty, especially if they are understood to be the 'deal breaker' in tenure decisions.

How well am I doing in class? Am I meeting the educational needs of my students? Am I adding value to their education? What areas of my teaching need attention? What am I doing well? What might I do differently? These are the kinds of questions that a faculty evaluation seeks to address. They are not designed to be punitive or undermining. Thus, an evaluation can be understood more constructively as an opportunity for reflection, self-improvement, and quality assurance.

A wide variety of evaluations can be used; different types suit different class sizes. For more information on these, go to the CETL evaluation page or contact Jenny Hadingham.

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PowerPoints: Be careful of using red and green text on these slides, because color blind people struggle with these two colors. If you want to double-check whether or not your slides are accessible to people with this condition, view this article on Color Universal Design.

Artifacts: This could include examples of a particular type of ore-bearing rock in geology, an instrument or piece of equipment commonly used in an engineering laboratory, or the leaf of a particular plant. Essentially, an artifact is any tangible object that you can use in your class to advance the learning of your students.

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