Starting a New Term

Happy New Year! 

As most of us begin a new academic term, I thought it might be helpful to share (remind) us of research-based recommendations for starting a new academic term in higher education:

Build Relationships with Students

• Take time during the first week to have students introduce themselves and share their goals, interests, and concerns. This helps build rapport and trust (Bain, 2004).

• Offer office hours and encourage students to chat with you one-on-one (Barkley, 2010).

• Try to learn students' names which can increase engagement and motivation (Erickson, 2017).

Set Clear Expectations

• Provide an inclusive, meaningful syllabus outlining learning outcomes, assignments, due dates, policies, and resources (Forrest III, 2003).

• Explain how assessments are calculated (Nilson, 2010).

• Model the kind of communication and performance you expect (Bain, 2004).

Facilitate Active Learning

• Incorporate activities that get students applying concepts (Prince, 2004).

• Use techniques like think-pair-share and jigsaw discussions to encourage participation (Millis, 2016).

• Pose open-ended questions and give students time to reflect (Cashin, 2011).

Be Available and Approachable

• Let students know when and how they can contact you (Nilson, 2010).

• Provide constructive feedback in a timely manner (Barkley, 2010).

• Share stories demonstrating you care about student success (McKeachie & Svinicki, 2013).

Provide Timely and Constructive Feedback (Brown, S. (1999). Institutional strategies for assessment. In S. Brown & A. Glasner (Eds.), Assessment matters in higher education (pp. 3–13). Buckingham, UK: Society for Research into Higher Education & Open University Press.)

• Establish a consistent schedule for returning assignments and providing feedback.

• Offer constructive comments that suggest areas for improvement.

Utilize Technology Effectively (Garrison, D., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.)

• Ensure that all students have access to necessary technology resources.

• Provide clear instructions for using online platforms and tools.

Be Adaptable and Flexible (Ginsberg, M., & Wlodkowski, R. (2010). Access and participation. In C.E. Kasworm, A.D. Rose, & J.M. Ross-Gordon (Eds.), Handbook of adult and continuing education (pp. 25-34). Thousand Oaks, CA: Sage.)

• Communicate your willingness to adapt based on student feedback.

• Regularly assess the effectiveness of your teaching methods and make adjustments.

Emphasize Student Well-being (Conley, C., Durlak, J., & Kirsch, A. (2015). A meta-analysis of universal mental health prevention programs for higher ed. Prevention Science, 16(4), 487-507.)

• Include well-being resources in your syllabus.

• Provide options for flexibility in assignment deadlines when appropriate.

Also Northern Illinois University Center for Innovative Teaching and Learning provides a website entitled “Strategies for Starting the Semester Well” which may be helpful. 

References

Bain, K. (2004). What the Best College Teachers Do. Harvard University Press.

Barkley, E. (2010). Student Engagement Techniques: A Handbook for Faculty. Jossey-Bass.

Cashin, W.E. (2011). Effective Classroom Discussions. Idea Paper. The IDEA Center.

Erickson, B. L., Peters, C. B., & Strommer, D. W. (2017). Teaching first-year college students: Revised and expanded edition of teaching college freshmen. John Wiley & Sons.

Forrest III, S. P. (2003). Learning and teaching: The reciprocal link. The Journal of Continuing Education in Nursing, 34(2), 74-79.

McKeachie, W. J., & Svinicki, M. (2013). McKeachie's teaching tips. Cengage Learning.

Millis, B. J. (Ed.). (2016). Cooperative learning in higher education: Across the disciplines, across the academy. Stylus Publishing, LLC.

Nilson, L.B. (2010). Teaching at Its Best: A Research-Based Resource. Jossey-Bass.

Prince, M. (2004). Does active learning work? Journal of Engineering Ed, 93(3), 223-231.