0.4 Teaching your first course  (Page 6/3)

Why do we teach?

• So that individuals learn
• To convey the excitement of our intellectual area
• To capture interest and imagination
• To ensure deep understanding
• To share our own research efforts

Who do we teach?

• Undergraduates (focus for today)
  • Majors
  • Non-majors
• Graduate Students (focus)/Post-docs
• Colleagues
• Your chair, your dean
• The public
• Program managers/patent office/others

Remember…

• Developing a good course takes time
  • Learn good time management
• What students learn is less than what you teach
  • Don’t just try to cover the material
• Understand different learning styles
  • Students have different ways of learning
  • Use the resources you have available
  • Be aware of accessibility requirements

What is the nature of your course?

• Large/medium/small enrollment?
• Lecture-type classroom or smaller more intimate setting?
• Majors? Upper level or lower level?
• Non-majors?

Think about “active learning”

• Traditional/passive learning = lectures + exams
• Student-centered, active learning can include (among many possibilities):
  • Use of I-Clickers
  • On-line quizzes
  • 1-2 minute papers
  • Student discussion and reporting
  • Projects

Find out about resources

• Are I-Clickers available?
• What support for teaching is available?
• Are there faculty groups to discuss teaching?
• Are there on-line resources in your area for student-centered learning?
• Are there sessions at professional meetings or specific meetings relevant to your area?
  • Will your Chair pay for you to attend?

Know about yourself

• If you are asked what you’d like to teach…
  • Do you really love a big lecture setting?
  • Does a small group setting elicit a sense of excitement or a sense of dread?
• You may not have the opportunity to choose, but knowing what attracts you (and why) may help in dealing with your teaching assignment

Preparation is key

• Plan for 6-8 hours of preparation per class session the first year
• Get notes from the previous lecturer, but make the course your own
• Be familiar with the material (rehearse a lecture beforehand if you need to)
• Don’t wait until the last minute
  • Not much room to improvise
  • May be easier in smaller classes

Do’s and do not’s

• Do not expect perfection
• Do not expect eager, listening faces
• Do learn the names of your students if at all possible
• Do get feedback during the semester
  • You can adjust accordingly
• Do work the problems yourself
  • Texts have typos and errors – read the text

Think very carefully about your syllabus

• Textbook information
• Policies/Grading information
  • What makes up the grade? Is there a curve?
  • Are there make-up exams?
  • Don’t change point assignments mid-semester — stick with the syllabus
  • Think through the grading scheme — they’ll ask, so you might as well be ready!

Don’t make exceptions

• If you make an exception for an individual, it will be an exception for the entire course
• Do you allow —
  • Regrading?
  • Late tests? If not, how is grade determined if student was ill/had a death in family?