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- Teaching Handbook
- Definitions and Policies
- Teaching at UNT
- Teaching Online
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Instructors of record are responsible for developing course syllabi.
Whether or not you are new to teaching in a higher education setting or an experienced university educator, beginning teaching in a new university setting presents unique challenges.
Usually during the first-class meeting of a face-to-face class, the instructor will go over the syllabus and course policies and expectations with students. It is equally important to do this in an online course where the lack of face-to-face interaction can create uncertainty. In this in-depth article, we overview how to design and orient students to your online course at the beginning of the semester.
Clear and consistent organization will allow you and your students to focus more on learning the actual content of your course, not only from the beginning of the semester but throughout the remainder of the course. The beginning information in a course along with the course syllabus are both areas where you can answer initial questions up front, prevent some questions from needing to be asked, and/or prevent other problems from coming up. There is no fool-proof perfect way to put a course together – but there are a lot of things that you can do that will make it easier for everyone involved and make it more enjoyable.
In a face-to-face course, instructors often spend part of the first-class meeting going over the syllabus and class policies with students. Creating a designated Start Here area in your online course is like this. This is a place where you can include the most important information that students need to know to get off to a good start in your course. A Start Here area also allows you to emphasize things that are important for this course or expectations that you have for how students will interact with the content, each other, and you.
The term “outcome” is used extensively in the world of business, industry, and medicine. Business and industry set outcome expectations and work to achieve them. The medical field has used an outcomes based model for many years for teaching, testing, and medical practice. The outcomes and outcome-based assessment concept has slowly found its place in education, with institutions, accreditation agencies, and governing agencies demanding clear learning outcome statements and valid measurement of the outcomes. This article presents an overview of student learning outcomes (SLOs).
When you get ready to teach a course, where do you begin? As an educator, you probably begin with teaching. But, what if you thought of yourself as a designer? How would that impact your course and your teaching?