Teaching Your Course
UConn’s Center for Excellence in Teaching and Learning (CETL) recognizes that teaching a course poses countless challenges, both expected and unexpected.
Current students represent a diverse population with an exciting mix of digital native, international, older, single parents, and gender and sexual identity students. Their differences also extend to their reading level, athletic ability, cultural background, personality, and religious beliefs.
The first day of class is important because it provides the preview for the course. It affords you the opportunity to introduce yourself and the course, get a sense of your students, and set the tone for the semester. It also gives students a chance to try the course out by getting a sense of who you are, what your expectations are, and what your course will be like.
Teaching a large class provides many opportunities yet poses many challenges. In order to maximize the opportunities, while minimizing challenges, takes more planning in advance of the course and more energy in the classroom on the part of the instructor. Regardless of the size of the class, the key is to get the students engaged who will then remain motivated to learn.
Classroom discussions about practical applications of subjects can be accomplished in all disciplines. Studies show that, when students manipulate and interact with the facts they are learning, learning sinks in more deeply. But good discussions do not just happen; they require careful planning and lots of modeling.
To better understand how students are assessing your class and to gain feedback about how to improve for the rest of the semester, we suggest that faculty consider gathering formative assessment feedback.
Developing and maintaining student motivation requires continual work, particularly in large courses. Extrinsicand Intrinsic are two types of motivation.
Take a moment to think back to your time as a student and recall some of your favorite courses. Very likely, those courses were well organized, assignments were clear, lectures and classroom discussions were focused and interesting, and the professor conveyed a passion for teaching and compassion for the students.
Prepare Early, Articulate weather cancellation plans in your syllabus, Request and Use a HuskyCT Course Site, Pre-plan and Respond, Be Responsive and use Synchronous Video Conferencing, Be Responsive and Distribute Learning Activities after the Disruption, Be Proactive and Build Ahead of the Disruption.
According to the International Center for Academic Integrity, “core principles of integrity create a foundation for success in all of life's endeavors. Integrity in academic settings is a fundamental component of success and growth in the classroom. It prepares students for personal and professional challenges as well as providing a blueprint for future fulfillment and success.”
The typical learner-centered classroom, in which students are expected to be active participants, might be foreign to non-native English speaking students, particularly if coming from an environment where asking questions or expressing opinions during class is not normal.
How Can We Help You?
Our professional staff and faculty are available to help you with questions. From uploading your syllabus, navigating HuskyCT, to educational technologies as learning tools, to creating an online course from scratch. We are here to help!
Fill out one of the forms below and you will be followed up with directly by one of our staff.
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