Faculty Focus

JANUARY 18, 2024

I was handed a syllabus, a classroom, and students, and left to figure out the rest on my own. In preparing that first course, I focused on what I thought were the essentials of teaching: finalizing the syllabus, picking the readings, and writing the assignments. How might this work?

Teaching 119

Teaching Syllabus Feedback Instructors 119

Faculty Focus

JANUARY 18, 2024

I was handed a syllabus, a classroom, and students, and left to figure out the rest on my own. In preparing that first course, I focused on what I thought were the essentials of teaching: finalizing the syllabus, picking the readings, and writing the assignments. How might this work?

Teaching 111

Teaching Syllabus Feedback Instructors 111

Faculty Focus

OCTOBER 27, 2024

muddiest point, exit/minute papers, or “How are you doing?” In addition to having these services available in your syllabus and throughout your course, a warm handoff to connect students with these services will likely build trust. Consider preemptive intervention through regular outreach. questions).

Instructors 116

Instructors Students Minute Papers Course Design 116

Faculty Focus

OCTOBER 6, 2022

I typically don’t describe the idea in the syllabus. Occasionally I make afterthoughts a warm-up exercise, asking everyone to write a one-minute paper about something from last week’s classes that they would like to return to, and to briefly explain why.

Ethics 98

Ethics Minute Papers Syllabus Course Evaluations 98

Faculty Focus

OCTOBER 27, 2024

muddiest point, exit/minute papers, or “How are you doing?” In addition to having these services available in your syllabus and throughout your course, a warm handoff to connect students with these services will likely build trust. Consider preemptive intervention through regular outreach. questions).

Instructors 105

Instructors Students Minute Papers Course Design 105