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New Term, New Context: Six Key Considerations

Starting a new term can be both exciting and challenging. We know that much has changed over the past few years. Recent reports on higher education in Canada (Napierala et al., 2022) and globally (Abdrasheva et al., 2022) emphasize the importance of thoughtfully designing learning that acknowledges these changes. The good news is that many of the approaches we used during emergency remote teaching can be adapted to support in-person and blended teaching and learning. As you begin a new term, these considerations can help promote a positive start.

Start with where your students are.

At the beginning of the term, it is helpful to find out what your students already know and are ready to learn. Consider taking the time to assess their prior learning so you can meet them where they are.

  • Use ungraded quizzes on general content from previous years or courses.  If you see significant gaps in background knowledge, you can recommend extra resources or include bridging activities to support student learning.
  • Start with a hands-on activity that will provide a baseline from which to build.  Observing students and/or having them self-assess their skills can provide documentation of these starting points.
  • Survey students on effective learning and study skills. The Student Success Centre’s new Toolkit for Academic Success includes a series of short videos you can share with your students. Topics include planning a weekly schedule, reading for deep understanding, and note taking.
  • Given our diverse student population, consider how to create a more inclusive classroom using Strategies for Promoting Positive Learning Environments.
  • If your course has online components, consider starting with a survey such as this Student Technology Capabilities Check-in.

For more pre-assessment strategies, see How to assess students’ prior knowledge (Carnegie Mellon University).

Support student collaboration and social interactions.

Students continue to experience relatively high levels of stress as they adjust to in-person classes. Social interactions that may have once been considered routine may feel uncomfortable or even anxiety-provoking for some students.   

  1. Strategies for supporting collaboration and social interaction

    • Establishing classroom norms and expectations for respectful, productive conversations is a good use of time at the beginning of the term.  
    • Consider using activities such as a Think-Pair-Share or even a low-stakes icebreaker to ease students into classroom interactions.  
    • If including group projects in your course, consider using group workplans and templates to help support collaborative decision-making and accountability.

  2. Resources

    Strategies for Promoting Positive Learning Environments 

    Learning Module: Managing Student Team Projects 

    Teaching in the Classroom: Activities without Technology 

    How to promote active learning participation throughout the duration of a course 

     

Use technology to supplement in-person learning.

You can easily incorporate technology into in-person and blended learning environments to enhance the teaching and learning experience. For in-person classes, the use of interactive polls and collaborative documents can increase engagement among students. For blended classes, the use of breakout rooms in Zoom can facilitate small group discussions about in-person labs and improve content literacy through peer-based learning. 

  1. Strategies to incorporate technology into your courses

    • Set up a D2L course shell to share course outlines, resources, notes, and post weekly announcements or course updates to the News widget.
    • Utilize collaborative learning activities in in-person, blended, and online settings.
    • Use pre-recorded videos (5 to 10 minutes) to supplement in-class lectures and course materials.
    • Encourage collaborative notetaking with online documents shared through D2L.
    • Create an online shared document to collect student questions during in-person classes to mimic the Zoom chat function. This can even be displayed for the class.

  2. Resources

    Collaborative Activities for Online Learning

    Using a Digital Welcome Note to Promote Inclusive Learning Experiences

    Getting Started with D2L (Brightspace) to set up your course shell

    Getting Started with YuJa to create and share videos

Maintain flexibility within clear boundaries.

We have learned that flexibility is essential to successfully adapt to rapidly shifting circumstances. Students have become quite used to flexible deadlines, assessment options, and exam formats. This flexibility has served many students very well, so it is important to provide them with clear guidelines about what aspects of your course are flexible and where the limits of that flexibility are.

  1. Strategies to promote flexibility

    • Incorporating a late bank policy of 3-5 days which provides both flexibility and clear boundaries.
    • Setting up daytime or early evening deadlines encourages students not to work through the night and ensures you are available to answer questions.
    • Offering virtual office hours that can be booked by appointment or are offered at a regular time throughout the term. Provide this handout to help students make the most of this time.
    • Integrating the principles of Universal Design for Learning into learning and assessment activities.

  2. Resources

    SoTL Snapshot: Implementing a ‘late bank’ can reduce student stress

    Replacing Power with Flexible Structure: Implementing Flexible Deadlines to Improve Student Learning Experiences

    Learning Module: Adaptable Course Design

    Incorporating Universal Design for Learning in Disciplinary Contexts in Higher Education

Clarify the aims and processes for in-person exams.

Online exams during emergency remote teaching were often open book format. In-person exams are new to many students, and they may feel anxious about this experience. For all students, consider intentionally describing the aims of your exams (which learning outcomes will be assessed and what types of questions will you ask) and discussing effective study strategies as well as test-writing strategies.

  1. Strategies

    • For in-person exams that maintain this focus on higher order thinking, consider providing a formula sheet or permitting students to bring in a self-made sheet of notes (specify the size allowed).
    • If it is essential for students to memorize information for your course exams, consider sharing strategies and resources to support memorization.

  2. Resources

    Consistent and Effective Grading

    Alternative Assessment Strategies for Large Enrolment Classes

    Five Principles of Assessment You Can Put into Practice This Fall

    Academic Integrity and D2L

    Using Flashcards for Memorization

Remember that there is a whole campus of resources to support you and your students.

The past few years have been isolating for many people, but we do not have to face the challenges of the new term alone. Nor do our students. Here are some helpful starting points for finding support:

  • The Taylor Institute can help you find answers for your specific teaching questions. See our website for more details or contact us to book a meeting.

Related content

SAMR and TPACK: Two Models to Help With Integrating Technology Into Your Courses

Learn more »

Innovative Approaches to Course Design

Learn more »

References

Abdrasheva, D., Escribens, M., Sabzalieva, E., Vieiro do Nascimento, D., & Yerovi, C. (2022). Resuming or reforming? Tracking the global impact of the COVID-19 pandemic on higher education after two years of disruption.  UNESCO International Institute for Higher Education in Latin America and the Caribbean. https://unesdoc.unesco.org/ark:/48223/pf0000381749

Napierala, J., Pilla, N., Pichette, J., & Colyar, J. (2022) Ontario Learning During the COVID-19 Pandemic: Experiences of Ontario First-year Postsecondary Students in 2020–21. Toronto: Higher Education Quality Council of Ontario. https://heqco.ca/wp-content/uploads/2022/03/Ontario-Student-Experiences-with-COVID_FINAL.pdf