Overview
The preparation required for teaching a course begins by taking into account the situational factors influencing student learning (Fink 2003). Prior to designing your course, consider class size, prerequisites, the typical student profile and if the class is a requirement. Also consider the nature of the subject and the type of thinking you will be asking students to accomplish since preparation involves establishing what it is you want students to learn and how they will go about learning it.
After taking into consideration situational factors, consider using the backward design process to organize your course (Wiggins and McTighe). Backward course design ensures that all of the lectures, learning activities, assignments, and tests fit together in a way that motivates your students and engages them in learning that moves beyond the rote memorization of facts. It also provides evidence that your students are achieving the course goals and desired outcomes.
For instructors who want more assistance with designing and teaching a course, we suggest the following options:
- CITL's Course Development Institute (CDI) provides a structure for building a course from learning outcomes up, following the backwards design model. CDI is offered each spring, immediately following the completion of the spring semester.
- Teaching for Student Success (TSS) is an asynchronous series of modules about course design and instruction that was developed by IU's Faculty Academy for Excellence in Teaching. TSS is built on backward design models and emphasizes alignment of outcomes, assessments, and learning activities.
- The CITL's Early Career Teaching Academy is a community of practice focused on the needs of IUB instructors who are newer to teaching in higher education (primarily first- and second-year faculty). This program walks through many of the core elements of successful teaching, addressing them at key points of the semester and academic year. The academy is offered each fall; contact the CITL for more information.
Resources:
The following links provide information about Indiana University that may help you identify situational factors for your course as well other resources to help you get ready to teach.
- Academic Calendars: Includes official yearly calendars, final exam dates, schedule of classes and future 9-year calendar.
- Academic Building Codes: This list can help you identify building abbreviations; see also the online campus map.
- Academic Bulletins: IU Academic Bulletins from 2001 to the present organized by school and year.
- Office of the Registrar. It includes course & section enrollments back to 1997 and Campus Grade Distribution Reports.
- Fink, D. (2003). Creating significant learning experiences. San Francisco: Jossey Bass. Chapter 3 addresses situational factors when planning your course.
- Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria: Association for Supervision and Curriculum Development. (The backward course design process used by instructors at IUB has been modified and adapted from this book.)