Teaching Tips for New Instructors

Being knowledgeable and up to date on course content is crucial for competent teaching. In addition, it is important to plan and conduct a course in ways that maximize student learning. Below are tips for new instructors about organizing and presenting a course in order to achieve teaching excellence. This advice focuses on on-ground teaching, but some tips also apply to online teaching. The page is aimed at New Faculty but also provides information that can be a useful review for more experienced faculty members. 

• Create a syllabus that is informative, inclusive, and inviting. How to Create a Syllabus, Creating an Inclusive Syllabus
• Establish student learning objectives that articulate the specific, measurable outcomes a successful student is expected to achieve by the end of the course. These should be based on the content area of the course as well as on program learning objectives. Developing Student Learning Objectives.
• Create assessments to measure whether students have attained the course learning objectives. Student Assessment, Authentic Assessment
• Create rubrics for each assessment to ensure that students’ work is evaluated consistently and fairly and that students are clear about expectations and standards. Creating Rubrics
• Do not make major changes in assignments as the semester/term proceeds. Be prepared for students’ requests for exceptions; have policies and stick to them, so everyone is treated fairly. Balancing Structure and Flexibility
• Use the first day of class to provide information about the course and set the tone. Begin to present or discuss course content to capture students’ interest, spark their curiosity, and build their enthusiasm. Also, use the time to model your teaching philosophy and begin to build rapport. First Day of Class, Using Icebreakers
• Communicate enthusiasm about teaching and the material being covered to create a positive learning environment, increase student engagement in the course, and motivation to learn.Making Teaching Engaging
• Be prepared. For each class, establish a clear goal related to course learning objectives and planned assessments. Plan the content you want to cover, the activities you expect to use, and specific questions you want to ask.  Developing or Revising a Course
• Pay attention to pacing. Prepare more material than you need – as much as an extra 10 to 15 minutes – in case your class runs short, but also leave time for questions. Do not rush but do not run over your time limit. Do not be late to class. Planning a Class Session
• Introduce variety in learning activities, including incorporating active learning strategies. Avoid giving long lectures and use technology to supplement those you do give. Promoting Active Learning. Preparing and Presenting Lectures. Using PowerPoint 
• In discussions, give students time to answer questions. Ask students to expand on what they have said. Do not talk too much; rather, serve as a moderator who clarifies and summarizes points and refocuses the discussion if needed. Facilitating Class Discussions
• Use inclusive teaching techniques and universal design for learning principles. Be sensitive to implicit bias and microaggressions that might occur in the class. Inclusive Teaching. Implicit Bias. Microaggressions in the Classroom. Gender Inclusive Teaching, Universal Design for Learning
• Create a sense of community among students (e.g., assign shared projects and encourage participation by all students). Deal with disruptive students immediately. Cultivating a Sense of Belonging and Building Rapport. Managing Disruptive Student Behavior.
• Create an open and inclusive class environment, so students feel welcome to express their ideas. Encourage students to ask questions and treat every question as a worthwhile question. Develop ground rules for participation and discussion. Be open to diverse perspectives. Creating a Positive Class Climate, Facilitating Difficult Dialogues, Making Teaching Engaging
• Connect with students. Learn their names and something about their interests and preparation. Provide some information about yourself. Be empathic but remember to maintain professional boundaries. Be approachable and accessible to students who seek help. Have regular office, describe how they can be used, and stress their importance. Office Hours, First Day of Class, Last Day of Class
• Give students regular, timely, and constructive feedback on their progress, so they know what to do to improve their performance. Encourage students to believe they can improve and help them learn how to do better in the course. Providing Effective Feedback, Metacognitive strategies, Growth Mindset
• Know what to do when you suspect a student of cheating or committing plagiarism. It is often helpful to seek consultation before acting. Addressing Plagiarism, Plagiarism and Gen AI
• Be aware of and act according to ethical standards (e.g., avoid dual relationships) and legal requirements (e.g., honor student confidentiality).
• Provide students with opportunities to give you feedback (e.g., midterm evaluations). Evaluate the feedback and decide how to use it to improve your teaching. Developing and Implementing Midterm Feedback, Reflective Teaching