Whether you are new to teaching or are adapting to a higher education classroom, this guide will walk you through running an effective learning experience to save you time and issues down the road and point you towards relevant resources. Due to COVID disruptions, students may need extra layers of support and clarity.

• Identify your learning objectives: Determine the skills that students need to be able to do by the end of the semester and set your learning outcomes.
• Construct an effective syllabus: A syllabus is used to map out and communicate the learning experience and expectations with students. Revamp a syllabus given to you or start from scratch using this syllabus template. 
• Build your course in Canvas: Canvas is the learning management system used for students to access course materials, including CAMP textbooks. Design your site to be as welcoming and easy as possible to find what they need. Get Started in Canvas. 
• Learn about your students: A pre-semester survey can help identify preferences, support needs, level of readiness, or possible impediments to progress in the course. 
• Set clear expectations: Being absolutely clear about the course early on will help students determine if it is the right fit for them and stay on track all semester.
• Build your learning community: Students need to feel connected to you, the content, and each other. A typical community has a shared identity, experiences, and structure. Develop your instructor presence.
• Normalize getting help: Be clear about where to go for help and how to use office hours. Describe how you and previous students have overcome challenges in the past. Provide these resources in your syllabus.
  • Learning Strategies Center (especially helpful for first-year students)
  • Office of Student Disability Services
  • Office of Academic Diversity Initiatives
  • Cornell Health CAPS and Mental Health at Cornell
  • New Student Resources
• Actively engage your students using evidence-based active learning techniques.
• Create an equitable learning environment using inclusive teaching practices.
• Alert students early about their progress in the course. Without early grades or feedback, students might not know they are behind until too late in the semester to recover. Help prevent such situations with early meaningful feedback, especially before the end of the add/drop period. Display grades early in Canvas.
• Spread assessments out over the semester so students who are falling behind still have opportunities to improve. Frequent, smaller assessments and practice opportunities, as opposed to a few large exams, allow for demonstrating growth.
• Check-in with students using the Mid-Semester Feedback Program. Also, check in often during class or try classroom polls, surveys, discussion boards, or regular TA meetings with students.

For those with Teaching Assistants:

• Coordinate instructional staff: Meet with teaching assistants ahead of time to determine everyone’s role, outline expectations, and develop a communication plan.