6. Preparing your class

What do I need to prepare for my class?

It can be helpful to meet with a colleague who has taught your course previously to get some advice and perhaps even practical help in the form of lecture notes, assignments, or exams that you can use for inspiration, especially if there are multiple sections of your course. Aside from the actual course content, there are several administrative and technical things you may need to prepare:

What to do before your first class

Prepare your course outline.

If you are teaching online, consider whether the learning will be synchronous or asynchronous (or a combination). Then design your virtual learning activities using appropriate platforms, including Moodle, video conferencing, etc.

If you are teaching in a physical classroom, find it in advance to make sure that you will be on time for your first class and to ensure that you plan your class with those surroundings in mind.

If you plan to use any technology in your classroom, even if it’s only the projector, take the time to orient yourself to the technology set-up in the room. (There is a section in this guide about getting help with classroom technology.)

If you plan to use any learning technology that requires set-up (e.g., clickers or an online homework system), set it up beforehand and test it to make sure it works. Your students will likely ask for the access code and/or link in the first class.

Check to make sure that you have access to your course in Moodle. Consider launching your Moodle course before the semester starts to avoid receiving large numbers of emails from students inquiring about administrative and technical details related to your course. You can use Moodle to share group messages with your students about your course and answer FAQs. Moodle courses are automatically created eight weeks prior to the start of your course, and students are loaded into courses four weeks prior to the start of the course. It is important to note that students cannot access course materials until you open it for access.

Make sure you know who the audience for your course is, including what background knowledge you can expect from your students (other instructors, laboratory instructors and assistants, or teaching assistants may be a useful resource).

If you will be working with others to deliver the course, meet with them before the first class/tutorial/laboratory to talk about expectations and collaboration.

Prepare (at least) your first class, including all the practical information for your students, such as textbooks (open or from a publisher), articles, streaming media, and other resources available through library subscriptions, assignments, and assessment plans and grading scheme, etc.—and something that will capture their interest.

An overview of common Moodle tasks is available for reference through the Moodle Essentials course on the Moodle landing page .

How do I prepare my course syllabus?

Instructors are expected to provide a detailed outline–or syllabus–to their students, which includes, for example, course description and objectives, a schedule outlining the topics to be covered, as well as details related to assignments and readings, department or course policies, and expectations around academic integrity. You can also include a more detailed description of your instructional methods or your expectations. Your faculty or department may have a template you can use as a starting point.

Some academic units at UPEI, e.g., professional programs, participate in accreditation programs offered by external organizations, which determine the learning outcomes for the program. In that case, please consult with your department chair or dean about what requirements apply to your courses to ensure that your course plan will meet accreditation expectations.

A helpful document with suggestions for developing a comprehensive syllabus can be found here.

What is myUPEI, and how do I access and use it?

The myUPEI system is available to faculty, staff, and students, and you can use it to access a wide range of information for teaching and research activities. To access myUPEI, use your UPEI email address and password. You can access timetable information and class lists, and manage waiver requests through myUPEI. While the system is quite user friendly, you might find it helpful to take advantage of the short training sessions that are offered periodically.

What is Moodle, and do I have to use it?

Moodle is UPEI’s learning management system, which supports instructors in a variety of ways. Many instructors use it to share their syllabus, post their lecture notes, and accept assignments. Moodle can serve as the primary repository with links to documents, websites, streaming services, and a range of external platforms (e.g., Perusal, peerScholar, etc.). In addition to the wide range of functions available for assignments and learning activities, Moodle can be especially useful when teaching online or hybrid courses. The gradebook in Moodle is a useful tool for tracking grades and informing students about their progress in the course. You can post your assignments in Moodle and use it to create quizzes that enter marks automatically into the gradebook. Moodle can also be used for discussions with your students or for collaborations of groups of students using Google Docs. You can even use course analytics to see how your teaching strategies are working for your students.

You are not obligated to use Moodle for course activities beyond entering final grades, but most instructors find it quite useful.

If you haven’t used a learning management system before, we recommend you connect with the E-Learning Office to arrange a consultation. The team can introduce you to the various online platforms available and can suggest how they can be integrated into your teaching practice and curriculum. You can also review the self-paced Moodle Essentials course. Videos and documentation are available through the UPEI Moodle Support link in the upper left-hand corner of Moodle pages.

In many departments, you will find colleagues who are expert Moodle users and can help you with technical questions, and more specifically with tips on how to use Moodle effectively in your program. They might even share some course components, or whole courses, with you.

What is Universal Design for Learning (UDL), and how can I learn more about using these principles in designing my course?

Universal Design for Learning (UDL) is a framework that educators can use to inform their practice to improve their teaching and ensure their students can fully participate in the learning journey. This resource can provide an introduction to the UDL Guidelines that you can use in the design and implementation of your course. The E-Learning office periodically offers workshops on this topic and could answer questions you may have about implementing the UDL framework in your course.

What is a WI course?

The Writing Intensive (WI) designation is given to specific courses that are designed to integrate a significant amount of writing (and opportunities for revision) into the work of the course, providing a variety of formal and informal occasions for students to write and learn the goals, assumptions, and key concepts of a course. If you are teaching one of these courses, the necessary content and assignments to address these goals should be built in to it. For more details, visit WI courses.

How do I choose my textbooks and other course materials?

If you are teaching a required course–a large first-year course with multiple sections for example–the textbook may have been chosen by the department and cannot be changed. This is to ensure consistency between different sections of this type of course. If you are teaching an upper-level course that is not required, you have more freedom to choose your course materials. In any case, it is always a good idea to discuss your ideas with your department chair or a colleague who has taught the course before to ensure you are aware of what is considered standard in your academic unit. If you use a standard text along with previously used course materials like assignments, you need to make sure that the materials refer to the same edition of the text that your students will be using. If you require assistance from your librarian, please contact them early. They can help identify appropriate resources and share suggestions on alternative options (e.g., content we already license like articles, e-books and stream media, Open Textbook options, and various Open Educational Resources).

Support for Creating or Using Open Education Resources

If you are free to choose a textbook, keep your students’ finances, as well as sustainability, in mind. For example, you might want to consider adopting an open textbook. Large collections of open textbooks and supplements are available through projects like BC Campus’ Open Textbook Project or eCampus Ontario Open Library Portal. The Robertson Library supports the use and development of Open Education Resources and provides a platform for you to host an open textbook that you create or adapt from BC Campus, eCampusOntario’s Open Library Portal, or other open textbook portal. The Library can also print an open textbook that can be sold via the UPEI Bookstore for students who prefer a print version. Visit the Library’s OER program page if you are interested in using, adapting, or developing an open education resource such as a textbook.

When and where do I order course textbooks?

The UPEI Bookstore has a link to useful resources for faculty with information about course textbook requisitions, including submission dates for fall, spring and summer; custom materials. To order a textbook, go to the Textbook Requisition Form that is part of the Bookstore/myUPEI portal. This will take you to a form that not only shares needed information for the Bookstore to order the textbook but also generates a booklist for students, which they can access through the student planning option in myUPEI.

For library resources, (e.g., how to put course readings on reserve) contact the Robertson Library. If you are selecting a text from a publishing company, contact the publisher (many have representatives for Atlantic Canadian universities) about how you, as the instructor, can obtain a complimentary desk copy.

If you are teaching a course with a publisher’s textbook and you arrived at UPEI just shortly before the term, it is possible that a textbook order has already been submitted. Check with your department chair or the Bookstore manager about book orders.

Where do my students buy their textbooks?

If your students buy their textbooks at the UPEI Bookstore, they can use the convenient Access my booklist link in myUPEI that will help them find the required books for their courses. If your students ask you about buying their books online or used, you should let them know that used books or different editions may not include all the supplementary materials they need, such as access codes for online assignments.

Students may choose to purchase their books online through some of the many online vendors. Providing them with full information about the textbook you will be using helps ensure that they purchase the correct material as opposed to an older edition or publication with a similar title. You may also want to provide them with the publisher’s website. Many texts and e-texts these days come with an access code that allows students to access assessment platforms or a wide range of supplementary materials. If this is the case, make sure that you communicate these important details clearly to students.

What do I have to consider if I want to create my own course materials?

“Custom courseware” refers to materials written—or assembled—by the instructor for use in a UPEI course. Instructors have a variety of options for assembling course materials, and the Robertson Library provides services and guidance for instructors. Instructors can make their reading lists securely available through the Library’s course reserves service. The Library will link or scan resources as part of the service. Faculty can also provide links to resources or copies where permitted in their Moodle course. These packages can be produced by Central Printing, located in the Library, and sold at cost by the Bookstore with the appropriate copyright clearances and royalty fees. Please consider using the eReserves or Moodle options instead when appropriate; in many cases, publications that require royalty fees for coursepacks can be provided to students electronically through our existing licensing agreements. Contact your liaison librarian for assistance on how to integrate and make use of these resources in your curriculum.

How do I deal with copyright issues for my course materials?

Copyright questions can arise when you and your students use or reproduce printed or digital content for a course. The Robertson Library provides copyright guidance for instructors and recommends you contact your liaison librarian for advice.

How should I plan the assessment (exam format, marking scheme, etc.) for my class?

If you are teaching a required course or one with multiple sections, you are advised to consult with colleagues before developing  your assessment plans and marking scheme. If your course is new, or is not a required course, you have more freedom, but it is always a good idea to familiarize yourself with what is considered standard practice in your academic unit.

If you would like to learn more about how to create an assessment plan that is tailored to your learning outcomes, or if you would like help with developing grading rubrics for your assignment, the instructional designers can help you. You could also discuss your ideas with your department chair or a colleague who has taught your course before.

Do I need to book rooms in advance?

When your course is scheduled in the UPEI timetable, a classroom space is assigned to you; you do not need to book a room. Often, midterms or review sessions are scheduled during regular class time and therefore are written/facilitated in your regular classroom. If you are planning sessions outside of the course time slot in the timetable, a separate booking is advised. If you do need to book a room, ask your department’s or unit’s administrative assistant how to do so. Especially for large classes, it may be necessary to book a room that has more seats than the one you usually teach in. There may also be faculty or departmental guidelines for the way midterms are handled. It is recommended that midterms be scheduled within regular class time; otherwise, the instructor needs to get agreement from all students on the timing. For final exams, rooms will be booked for you when the exam is scheduled by the Office of the Registrar.

The Room Booking Frequently Asked Questions web page has more information.

What equipment is available in the classrooms? Is there technical support?

ITSS Audio/Visual Services provides computers, data projectors, sound systems, and other related A/V equipment in UPEI’s lecture theatres and classrooms. Additionally, equipment loans are available for classes, department meetings, and conferences. The ITSS Help Desk offers assistance and troubleshooting for all UPEI computer and audiovisual equipment. Contact the Help Desk by phone (902-566-0465) or email (helpdesk@upei.ca), or visit ITSS in the Atlantic Veterinary College.

If you intend to use a whiteboard, check to make sure that your room is equipped with one. We strongly recommend that you bring your own dry-erase markers since they are not usually supplied. Ask your department’s administrative assistant where they are kept in your department.

You should visit the classroom in which you’ll be teaching ahead of time to ensure that you know what equipment you will have to use and have time to familiarize yourself with the set-up.

I’m teaching an online course. What do I need to consider?

The Teaching and Learning Centre is able to provide you with support for course design, pedagogy, and technology.  The Teaching Online website has many helpful resources for course design, teaching, and assessment that extend beyond online teaching.

I’m teaching a clinical course. What do I need to consider?

Teaching in clinical settings requires a very different set of instructional skills such as time management and task specific teaching, and teaching strategies to develop clinical reasoning.  There are many resources online that are specific to the type of clinical practice involved (e.g., nursing, veterinary medicine).