Getting Started Teaching at Lehigh: Ten Tips

Prepare your syllabus for each course with care so that the course organization, student learning outcomes, expectations, assignments, and assessments are clear to you and your students. Check with your department to see if you are expected to include specific learning outcomes or other information in your syllabus. Then, aim for alignment; that is, use course learning outcomes to select course approaches and activities, then design assessments that both measure learning and provide evidence that students have met the outcomes.

The Provost’s Office recommends including the following four statements on every syllabus:

Accommodations for Students with Disabilities
Policy on Harassment & Non-Discrimination
The Principles of Our Equitable Community
Senate Statement on Academic Integrity

For the full text, consult the CITL Syllabus Template

Request a Course Site. Use it to post your syllabus and course material, send announcements, collect assignments, and post grades. Have students post a photo and an introduction. Then, explore other features to promote preparation, collaboration, engagement, and extension of learning.
Make a plan for each class meeting. Write an outline of your plan on the board, with two or three of the day’s most important topics, concepts, or skills. Start on time. Spark curiosity by connecting first to students’ interests and prior knowledge. Then, cycle between content presentation and active learning approaches. Speak slowly, clearly, kindly, and confidently. End on time.
Teach inclusively. Adopt pedagogical practices that broaden, deepen, and increase participation. Take deliberate measures to reduce stereotype threat and implicit bias.

Inclusive Teaching Best Practices

Challenge with high standards and expectations of success.
Combine constructive criticism with encouragement about students’ abilities and potential.
Give feedback that offers specific strategies for improvement.
Emphasize malleability of intelligence and ability (rather than intelligence as a fixed attribute).
Use teaching approaches that promote active learning and collaborative group work. Assign teams.
Create opportunities for students to connect their values and purposes to course content.
Use inclusionary language and diverse examples. Share personal stories as personal, not universal.
Learn how the backgrounds and experiences of your students may influence their motivation, engagement, and learning in your classroom. Learn more about Lehigh cultures and stereotypes.
Follow Universal Design principles in your teaching. Point students to other campus resources.

Engage early. Students attune themselves to the level of energy and interest you bring to the classroom. Connect with your students, learn their names, challenge them with high expectations and engaging projects. Lehigh faculty have found that active learning pedagogies result in deeper and more meaningful forms of learning.
Learn the registration policies (“drop/add”, etc.). Since the Lehigh “pass” grade is D-, include in your syllabi a notice that every assignment must be completed to receive a passing grade. Use Banner to check course rosters and to enter midterm and final grades.
Promote Academic Integrity by discussing proper research, collaboration, writing, study, and exam-taking practices. Discuss one or more of the Academic Integrity Vignettes found in Course Site.
Take attendance and give some form of substantive academic feedback within the first few weeks of class. If a student appears to be neglecting coursework, submit a Section 3 Notice —this notifies the student, their advisor, and associate dean. Encourage students to use the Center for Academic Success, the Writing and Math Center, and other campus resources.
Invite early-semester feedback to let students give you an idea of how the course is going for them. Use the feedback to make adjustments as necessary.
Consult, extend, and experiment. Talk with your peers and mentors about your classroom experiences. Visit the CITL with questions you have about your teaching. Sign up for a CITL Workshop or LTS Seminar. Connect with an LTS librarian or CITL consultant when you need help with instructional technology or media, computing, library resources, assignments, LibGuides, digital scholarship projects, etc.). Consult with programs across campus that can help connect to experiential modes of learning that extend learning beyond the classroom. Apply for course development grants.