New Faculty - Teaching Resources
New Faculty Teaching Community
Every fall semester the TLC invites new faculty members (within your first two years at Wake Forest) to join together to talk about teaching, sharing classroom successes, problems, strategies and ideas. We will also have the opportunity to observe the classes of one or two senior faculty, and to meet with them for a conversation on what we learned from observing them teaching.
We read How Learning Works (Ambrose et al, 2010) to ground our discussions in the research on learning. The books are provided to participants by the TLC. You may register for one of two groups, each of which will meet five times during the fall semester:
Tuesdays, 3:30-4:45pm: 9/22, 10/6, 10/20, 11/3, 11/17
Fridays, 10:00-11:15am: 9/18, 10/2, 10/23, 10/30, 11/13
Email Catherine Ross to register: email@example.com, and please indicate whether you will participate in the Tuesday afternoon or the Friday morning group. Groups will meet in the Reynolda Hall 308 Conference Room.
This resource contains materials from a workshop on Syllabus Design offered by USC’s Center for Excellence in Teaching. The event description is as follows: A well-designed syllabus featuring strong and achievable learning objectives is the key to a successful course….
Center for Excellence in Teaching, University of Southern California
In this blog posting on her blog, The Mindful Ph.D., Nancy Chick, from Vanderbilt University, reflects on Robert Boice’s book, Advice for New Faculty Members: Nihil Nimus (2000). She found this book to be helpful in navigating her role as a new…
This comprehensive article from The Eberly Center for Teaching Excellence and Educational Innovation at Carnegie Mellon University is broken into four sections (each containing many links to other references): What’s in a syllabus? When should you write your syllabus? General…
Eberly Center for Teaching Excellence & Educational Innovation, Carnegie Mellon
This article from Brigham Young University’s Center for Teaching and Learning focuses on the creation of a learning-centered syllabus, one that “focuses on the needs of the students and their learning process, including specific information that facilitates their academic success“….
Center for Teaching & Learning, Brigham Young University
This self-paced tutorial from the University of Minnesota’s, Center for Teaching and Learning, covers the basics of syllabus design. It is divided into nine sections, which can be viewed in any order preferred. View Syllabus Design Tutorial
Center for Teaching and Learning, University of Minnesota
This article from the Center for Research on Learning and Teaching at the University of Michigan walks through the basics of creating an effective syllabus. It discusses setting goals for learning and ideas for what types of information to include….
Center for Research on Learning and Teaching, University of Michigan
This tutorial was created by On the Cutting Edge, an NAGT Professional Development Program for Geoscience Faculty (though it can certainly be adopted for any discipline). The tutorial is broken into three parts: 1. Setting goals 2. Designing the course…
The following article on course planning is from the Center For Instructional Technology at Duke University. This resource gives a brief overview of a 4-step design process. Course Planning
General information on how to plan a new course from The Teaching Center at Washington University in St. Louis. This article covers topics such as defining course goals, determining course content, selecting teaching methods/tools, selecting assessment methods. It also covers…