In Teaching Assistance, John Andrews proposes five questions that instructors should ask themselves to organize their thinking about preparing for a course:
How should the students be changed by this course, what will they know or be able to do that they don’t know already?
How will you know whether the changes you want have actually happened?
What readings or experiences will help the students make these changes?
What classroom activities will best support these changes?
How should these goals be communicated to students?
Please help us expand this section by sending your own materials for consideration for inclusion.
Overview of this Section:
- Goals: ways to think about the changes in our students that might be expected in an intro course.
- Integrating goals: ideas for integrating course goals, syllabus, and measurement.
- From goals to outcomes to rubrics: ideally you should be able to translate your goals into measurable outcomes, possible defined in terms of rubrics.
- Selecting materials: suggestions for incorporating various types of print and electronic materials.
- Copyright issues: ground rules for reproducing and distributing materials.
- Creating a syllabus: checklist for contents of a syllabus.
- Sample syllabi: what some of your colleagues are using for their syllabi.
- Graphic Syllabi: adding graphics and content maps can help your students understand how your course is organized.
- Office Hours: we all hold office hours, but getting students to attend them can be a bit trickier.
- Rubrics are a way to make expectations for parts of the course clear to students, helping them to produce better work and also saving time for the instructor in giving feedback.
- First day of class: goals for the critical first meeting.
- Learning names: practical tips for those with less than perfect memories.
- Student evaluations: a frightening prospect for many new teachers, some tips for anticipating them from the beginning of the course.
- Anticipating problems: some problem areas that may come up, with suggestions for how to deal with them.
- Avoid a common mistake: fascinating social science research suggests that many faculty members send the wrong messages to their students, stressing problems rather than positive behavior.
Andrews, John. Teaching Assistance: A Handbook of Teaching Ideas, quoted in Teaching at the Ohio State University: A Handbook. Office of Faculty and TA Development. 29 January 2008 <http://ftad.osu.edu/Publications/TeachingHandbook/>
Update: June 1, 2010
Author: John Immerwahr