Written by: Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences and Disorders at Illinois State University
Many of us have are anticipating (or maybe already experiencing!) a new academic term. My fellow Redbirds have one more week before we are back in the classrooms of Illinois State University. Recent conversations with colleagues have revolved around course design/prep and general thoughts about the upcoming semester. I’m guessing this is the case at most colleges and universities.
For me, the weeks before a new term are always times of reflection and consideration. I ask myself questions like: What worked last time I taught this class? What didn’t work? How can I engage more students in a way that makes sense for my course and my course design? Again, I’m guessing that I’m not alone in pondering these topics. And, while we can choose answer these questions via SoTL inquiry, that isn’t always possible for a number of different reasons (resources, competing priorities, etc.). Thankfully, there is ample research on teaching and learning that we can apply to help answer these questions — we just have to access it!
The following resources each describe the evidence base for common beginning of the academic term issues: How do I construct a syllabus? How will my students best learn? What is the advantage of various grouping strategies for my students? What are “best” practices for the first day of class? Happy reading and have a great term!
The Center for Teaching and Vanderbilt University constructed a very useful webpage to highlight important, evidence-based considerations for syllabus construction, addressing questions such as:
- What are the most important elements of a learner-centered course syllabus?
- What is the relationship between syllabus construction and course design?
- How can the tone of the syllabus impact learners?
- What other resources are available to support faculty in constructing “good” syllabi?
Indiana University of Pennsylvania have gathered a reference list of “what to do on the first day of class,” with cross-disciplinary research and evidence from several different disciplines (e.g., sociology, psychology, calculus, English), as well.
Kathleen McKinney collated a sampling of things we know about learning from SoTL research, outlining findings from seminal texts in teaching and learning from the last decade.
Rick Reis from Tomorrow’s Teaching and Learning offers suggestions — grounded in evidence — for establishing collaborative groups for students, and in so doing, offers pros and cons for random, instructor generated, self-selected, and mixed groups.
Public domain photo downloaded from: https://pixabay.com/en/teach-word-scrabble-letters-wooden-1820041/