Creating a syllabus is an essential step in preparing for the first week of teaching a college class. But once you know what topics, activities, and texts you WANT to include in your college course, the next step is to figure out if you have the TIME to devote to all that material. As such, the second part of my “Successful Start” series focuses on structuring a college course schedule. In the workbook, I go over my step-by-step process of brainstorming what to include in a course and drafting a full course schedule. Drafting a course schedule that actually has enough time allotted for everything that needs to be covered (or that you want to cover) is an essential step in preparing to teach a new course. In today’s post, I provide four examples of course schedules I’ve created. Let’s take a look behind the scenes of designing these documents.
The course syllabus is often considered to be the most important document in a college course, because it lays down foundational information for your students on the first day of class. As such, the syllabus is the first “College Course Week 1” element discussed in the “Successful Start” workbook and series. [Here’s more information on the series, and here’s the link to the workbook.] Since the workbook covers brainstorming and drafting what elements you need and want in your course syllabus, in today’s post, I’ve provided examples of syllabus elements that I’ve used, along with my commentary on these elements. In today’s video (embedded at the end of this post), I focus on how my students have influenced my syllabus creation process.
Here’s a video all about the theme for the next five weeks of my blog! Not a video watcher? I recap the content in this post, too. Here’s the link to access the workbook, if you don’t already have access to our resource library.
Summer is moving quickly and lesson planning for the new semester will start soon enough (if it hasn’t already). As I’ve been blogging about teaching tips, tools, and resource for over a year now, I thought I’d help give new readers an easy resource to use to get started on their semester prep. If you’re one of the many new college instructors entering the classroom in the fall or are just looking for some fresh ideas, here’s my list of top blog posts with tons of advice and resources.
Grading, grading, grading. The worst part about teaching, in my opinion. There are so many ways to approach this constant semester task, though. And there is one approach in particular that I prefer: holistic grading. Now, holistic grading can be defined in plenty of different ways. In today’s post, I describe my version of this grading style and explain why I prefer it to using rubrics.
Are you tired of relying on student evals as the only form of student feedback on your courses? Is that feedback even helpful at all? Personally, I prefer to ask my students course-specific questions at the end of the semester. That way, I gain insight into how my students feel about the required texts, assignments, and course tools I’ve chosen to use during a particular semester (among other information). In today’s post, I describe the seven elements I ask about when designing a course assessment. I highly recommend designing your own versions for your future courses.