Tips for Faculty

 

Transform Your Teaching

Would you like your students to master the content for your course and also have the skills to apply that learning in other courses and to succeed in their academic goals? 

Explore this site for ideas to begin transforming your teaching.

 

 

Tip #1: Read the Faculty Strategies for Student Success Materials Below

Strategies for Student Success Handbook

 

 

Growth Mindset

 

Tip #2: Use the Student Success Matrix to help you develop ideas for teaching both content and student success within your class.

Click here to download a pdf of this matrix.

Click here for a blank template that you can use to develop activities around a content topic.

 

Tip #3: Join the Faculty Inquiry Group (FIG) to read and discuss books on pedagogy and/or read the books on your own!

Faculty Reading List

Links to Resources (check these out for yourself and/or put them on your course site for your students!)

 

 

Tip #4: Contact the Teaching and Learning Center for help or to offer workshops in your class. Ask student to reflect on the workshop or session using this Attendance Form: TLC Attendance Form.

 

We provide workshops by request from faculty; contact Beth at egillissmith@vcccd.edu to schedule one.

  • Read for Success
  • Take Effective Notes
  • Write for College     
  • Prepare for the Test
  • Citation workshops: MLA, APA, or Chicago 
  • Writing Across the Disciplines: in-class essays, research papers, and more!

 

Tip #5: Relax--no one has perfected teaching! Keep experimenting and learning on the job and from others! Think about the following quote from the article, "What Makes a Great Teacher" (The Atlantic Jan. Feb. 2010).

"First, great teachers tended to set big goals for their students. They were also perpetually looking for ways to improve their effectiveness. For example, when Farr called up teachers who were making remarkable gains and asked to visit their classrooms, he noticed he’d get a similar response from all of them: “They’d say, ‘You’re welcome to come, but I have to warn you—I am in the middle of just blowing up my classroom structure and changing my reading workshop because I think it’s not working as well as it could.’ When you hear that over and over, and you don’t hear that from other teachers, you start to form a hypothesis.” Great teachers, he concluded, constantly reevaluate what they are doing."