NEW FACULTY

New faculty are invited to join the self-paced, asynchronous Canvas Course Design Tutorial  to guide you through the process of designing a new course or revising an existing course with a lens of inclusive, learner-centered teaching at Tufts. 

Inclusive Teaching 

Inclusive teaching means deliberately cultivating a learning environment where all students are supported and treated equitably (University of Michigan Center for Research on Learning and Teaching, 2016).  

• CELT’s Creating an Inclusive Learning Environment resources address inclusive teaching practices, using the syllabus as a tool for inclusion, inclusive assessment practices, managing difficult dialogues, and more.
• See “Integrating Anti-Racist Teaching Practices” for suggestions to create a racially just learning environment
• See “Fostering Inclusion and Equity in Remote Teaching” for tips to mitigate inequities that may be exacerbated by remote teaching

Course Design

Designing a course involves carefully considering the learning outcomes you want for your students and then choosing assessments, activities, and teaching practices that support students in achieving those outcomes.

• “Designing a course” resources address articulating your teaching philosophy, setting goals and objectives, applying learning principles to course design, and more.
• Online course design resources are tailored to the online learning environment
• The learning objectives builder tool walks through the steps of creating student-centered, measurable learning objectives
• Canvas Course Design Tutorial  guides you through the process of designing a new course or revising an existing course with a lens of inclusive, learner-centered teaching at Tufts. 

First Day of Class

First impressions can significantly impact how the rest of the semester goes, and students will be looking to you to set the stage for the course. 

• This article from the Chronicle of Higher Education describes four principles for teaching a good first day of class
• This article, produced by Vanderbilt University’s Center for Teaching, explains how to create an inviting classroom and how to communicate course expectations on the first day
• See “Preparing for Your First Day of Remote Teaching” for suggestions on how to manage the first day of teaching after an abrupt transition (e.g., if you find you must move from face-to-face teaching to all-remote teaching)

Mental Health Resources

Supporting student mental health is of increasing importance in the college classroom, particularly in the midst of the challenges and trauma that have arisen in recent months. It’s important to understand your role as an instructor when it comes to student mental health.

• “Psychological First Aid: Resources for Faculty in Higher Education” explains how to be supportive while maintaining appropriate boundaries
• Kognito is an online educational program that incorporates realistic simulations to help instructors build knowledge and skills around mental health
• Tufts Counseling and Mental Health’s “Concerned About a Student?” page provides guidelines for noticing and responding to signs of distress in students

Additional Resources

• CELT’s webpage lists upcoming offerings (workshops, programs, and more) to support you in your teaching
• Educational Technology Services (ETS) supports the integration of technology into courses and programs
• This Software & Apps page lists applications and software free or at low cost to Tufts faculty, staff, and students
• The Student Information System (SIS) is a record of student academic, financial, and biographical information
• Tufts University Libraries page has information about library resources on all Tufts campuses
• Tufts Academic Integrity Policy describes faculty and student responsibilities for maintaining academic honesty