Notes on Teaching and Learning

Reading the Chronicle of Higher Education on 8/10/2010 I was reminded that, as a new semester looms, tension is building for many who will be meeting a new group of students for the first time. Perhaps you find yourself among those feeling the effects of the rapidly approaching semester? During consultations and other interactions with Notre Dame faculty members the topic of first impressions and the first day of class often arises. Given that first impressions are so important we recommend that you give thoughtful consideration to what you will do in that critical first class, while remembering that you are likely to have a number of new students at the second class meeting.

Flickr photo by kgregson

We suggest that you start off with a compelling activity that focuses on a course topic and gives the students a sense of the kind of work they will do during the semester. You can then present your syllabus and discuss policies at the end of the first class or distribute the syllabus at the end of the first class, ask students to review the it, and discuss and highlight critical information and policies at the start of the second class.

This strategy has two distinct advantages. First, the students’ first impression will be that during class time they will engage with concepts and ideas critical to the work they will do during the semester. This will help the students better understand your expectations and give them a substantive basis to make a decision if they are not certain that they will stay in the class. It also avoids starting with the potentially less stimulating experience of reviewing the syllabus and course policies, a traditional opening for many courses. The second advantage is that if you wait until the second day to highlight critical information and policies from the syllabus, it will be more likely that all of the students who will remain in the class for the semester will be present. I confess that for years I began my classes with a review of the syllabus and course policies, often spending 30-40 minutes on these items.  If a new student arrived on the second day of class I handed them the syllabus and told them to let me know if they had any questions. In retrospect, I believe I did a disservice to those students that added my course after the first day.

How might you start your class in a way that engages students in a meaningful way with important concepts?

For more ideas about preparing for the approaching semester see the Chronicle of Higher Education ProfHacker article “From the Archives: Preparing for the First Week of Classes” or contact the Kaneb Center at kaneb@nd.edu or 631-9146 to arrange a consultation.

When teaching summer courses you should consider the advantages and disadvantages of the compressed time frame for teaching and learning. In “Best practices: teaching in summer session,” Kops suggests a number of items to take into account. These include:

• Restructuring the course to enhance focus on key student outcomes.
• Reconfiguring assignments to break them into smaller parts when possible and timing delivery so that longer assignments occur when there are longer gaps until the next class session.
• Maintaining high standards and expectations.
• Planning time for breaks during longer class sessions.
• Capitalizing on the greater continuity of class meetings and smaller class sizes that are often characteristics of summer courses.
• Avoiding teaching a course for the first time in a compressed  format.

As you prepare to teach the summer course keep an open mind and try to set aside expectations about organization of instruction that are based on your experience teaching in a full semester. For more details on best practices and background information on teaching in a time-compressed format please see the articles listed below. Kaneb Center staff would also be happy to consult with you as you prepare and teach your summer course.

References

Kops, B. (2009) Best Practices: Teaching in Summer Session. Summer Academe, Vol. 6, 2009.

Lee, Virginia S. (2006). A Rose by Any Other Name? Learning in Intensive Course Formats. National Teaching and Learning Forum, Vol. 15, No. 6, 2006.

Martin, H., Bartzen Culver, K. (2007). Concentrate, Intensify, or Shorten?: Short Intensive Courses in Summer Sessions. Continuing Higher Education Review. Vol. 71, Fall 2007.