Some professors choose to just distribute the course syllabus, manage the class administration and then dismiss the class early on the first day of class … but this is a missed opportunity for student engagement! Make use of the first day to set the tone of your class, get to know your students, communicate your expectations, and explain the importance of the course. Here are some suggestions for what you can do on the very first day of class:
Visit Beforehand or Come to Class Early: Try to scope out the space you’ll be in, imagining how best it can be utilized. Try out the technology...
Plan ahead! Excellence happens by design, and the more time invested in structuring the course and preparing for the lessons, the better. Consider what prerequisites are essential for student success.
Implement Universal Design for Learning into your course structure. UDL helps remove learning barriers for all students.
Ensure that all directions, guidelines, policies, grading criteria, readings, and resources are accessible and available to students in more than a single place and format.
Understand your students, your target audience. Be aware of special needs, special interests,...
Include in the syllabus guidelines for respectful interaction among everyone and model that respect.
In the first few sessions, take time to solicit from students what they perceive as justice or equity issues related to the subject of the course and invite them to identify which ones are the most urgent. Use this information to develop subsequent lessons and student assignments.
Create community service components as requirements for the class, and ensure that reflection on experience is a critical part of the assignment.
Compare and contrast notions of justice historically and...
Include any university, college or department required information (i.e. statement on disability resources, statement on plagiarism, etc.).
Provide a rationale for the course. This is a good place to insert your pedagogical approach and philosophy of the subject.
Identify the key concepts of the subject, and relate these to the overarching objectives of the department or program.
Identify specific outcomes for the course and be direct about what knowledge and skills students will master as a result of the course, including outcomes that represent the means of student expression (writing,...
Make textbook decisions as early as possible but certainly prior to the required campus book adoption date.
Allow students to choose their seat locations and change these locations if necessary.
Prepare and distribute instructional materials and lecture outline--including posting these materials in an accessible format online--prior to the class in order to facilitate learning.
Show only videos that have been closed-captioned.
Ensure inclusiveness in the classroom and discourage stereotypical behavior.
Explain the goals and objectives of the class at the first session.
Use multiple methods...
The objective of interdisciplinary teaching is to assist students with seeing complex problems and solutions from a holistic and global perspective ... reviewing the history of the pedagogical approach may be helpful, as well as linking it to the increasingly global nature of contemporary society (the world wide web, multi-national corporations, etc.)
Identify specific outcomes that illustrate interdisciplinary thinking and problem solving.
Construct lessons around a particular question or problem, and take time to identify the disciplines that may offer insights, responses and solutions....
Use Universal Design for Learning standards in developing your web site and iLearn pages; this means offering options for scroll downs, closed captioning and other tools to ensure each student has maximum accessibility.
Avoid overstocking Internet pages with too much information and design, so the learner can better focus on the essence of the material.
Ensure that directions are clear and stated on those pages where instructions on both using the site and completing an assignment are found.
Review the purpose and proper use of the technology with your classes at the beginning of the course...
Create a classroom environment that from the first day sets ground rules for discussion and makes it clear that all students are included in the work of the class. Make sure you make all students feel connected to each other, the class, and the topic, and establish strong expectations about the content and manner of communication.
Recognize the diversity of opinions and backgrounds of your students. Learning takes place from exposure to a wide variety of views. Be open to all perspectives, and ask students to voice their points responsibly.
Add a statement to your syllabus. Explain any...
Clearly communicate your expectations in multiple venues well ahead of the due dates for exams and assignments.
Provide clear rubrics that illustrate how the work will be assessed. Provide examples of excellent, mediocre and unsatisfactory work, so standards are clear.
Assess often, even if such "dip-sticking" is merely for preview or review; this helps monitor student understanding and informs the instructor's course design and pacing.
Assess the process and not only the product. Certain skills related to research, media projects, writing, and scientific research are often overlooked in...
From the Collective Wisdom of the CTFD Advisory Board
Oral presentations are a standard component of pedagogy and assessment, yet are sheer personal torture for many students. Their fear of public performance also renders a presentation less effective as a learning rubric. Fortunately, there are techniques available to help you help your student cope with hesitancy and fear in the face of public presentation.
Make sure that there is no physical or emotional disability to be considered for accommodation.
Build up to the solo presentations by having more than one per semester, and make them...
Ensure that course materials and resources are accessible to all by following the Universal Design for Learning model.
Be active in the classroom/auditorium. Move around the class and invite participation. This will help create an encouraging environment so that neither you nor your students will feel intimidated by the numbers.
Personalize your class; get to know as many names as possible. Extend your availability—show up to class early and be sure to keep regular office hours.
Integrate active learning strategies that are focused on specific outcomes. Consider using "clickers" for...
There is more to you than work. Develop a hobby, volunteer in your community, seek out friends from other areas of your life or your past. Explore other aspects of who you are.
Take a vacation at least once a year, and really mean it. Take breaks during the day, walk outside when the weather permits, and strive to disconnect, even if it’s for five minutes.
Don’t expect yourself to be highly productive all the time. There are periods when you need downtime—take it, and don’t feel guilty about it.
Involve your family in what you do. Take them to conferences, bring them to lectures, and make...
