Lean into Fall

Welcome to the CTL’s quick start guide to the fall semester with approachable tasks to help you prep. We've identified areas where making small changes now can lead to a big impact: refine your assessment plan to focus assignments that get at what you really want students to know and do; design the activities that will help students engage with course materials, apply their knowledge, and connect with each other; pull it all together into a syllabus that communicates your goals for the course.

There are four options for each of the areas. These tasks range in time commitment; tackle something small or dive into a more major redesign and pick and choose which tasks make sense for you and your students.  

Before you start. Your perspectives on AI will inform how you approach your assessments, activities and syllabus, so before you start, check our AI flowchart to reflect on your position. 

For any task or with any question. Get feedback from a CTL consultant.

New Faculty. If you prefer to see only the selected tasks we suggest if you are new to UMass or teaching a new course this fall, go to our Lean into Fall - New Faculty Special. 

Assessments and Feedback

Why start with Assessments?

It’s tempting to start designing a course with the topics to cover each week. However, an evidence-based framework to align your course components is: Start with what you want students to learn by the end of the course; design assignments to move towards those goals; and determine how to give feedback to improve their learning along the way. Alignment and feedback are two of the most powerful predictors of student learning (Hattie, 2008; Hattie & Timperley, 2007). 

Teaching a new course? If you are new to UMass or teaching a new course in the fall, we suggest you prioritize task #3.  
Task #1. Communicate learning objectives at the beginning of class sessions and units Task #1. Communicate learning objectives at the beginning of class sessions and units Task #2. Plan how students will get timely feedback on one or more assignments Task #2. Plan how students will get timely feedback on one or more assignments Task #3. Design a one-page assignment description for students using an equity-oriented and research-based framework. Task #3. Design a one-page assignment description for students using an equity-oriented and research-based framework. Task #4. Draft a rubric for an assessment where students can show their learning in different ways Task #4. Draft a rubric for an assessment where students can show their learning in different ways

Learning Activities and Engagement

Why look at learning activities and engagement after exploring assignments?

It's helpful, after designing your assessments and assignments, to think about the many ways you will support students in meeting your course learning outcomes and in demonstrating their understanding through your course assignments. The tasks for this topic focus on how to set students up for success through how you manage course communications, provide an overview and orientation to your course routines, engage students in the assessment process and structure class discussions.

Teaching a new course? If you are new to UMass or teaching a new course in the fall, we suggest you prioritize task #2.  
Task #1. Draft a consistent and feasible plan for communicating with your students outside of class Task #1. Draft a consistent and feasible plan for communicating with your students outside of class Task #2. Prepare a first-day activity that engages students in the content, skills, and common routines of your class Task #2. Prepare a first-day activity that engages students in the content, skills, and common routines of your class Task #3. Create an assignment wrapper activity to foster student ownership of learning Task #3. Create an assignment wrapper activity to foster student ownership of learning Task #4. Create a plan to support equitable participation and engagement during in-class discussions Task #4. Create a plan to support equitable participation and engagement during in-class discussions

Focus on the Syllabus

Why the syllabus?

Yes it’s required and has required elements, but it’s also often the first point of communication between you and your students. Rather than think of it as a contract (which demands compliance), think of it as a communication tool (which fosters instructor-student relationships). 

Teaching a new course? If you are new to UMass or teaching a new course in the fall, we suggest you prioritize task #4.  
Task #1. Revisit your attendance policy thinking of your goals, values, and student needs Task #1. Revisit your attendance policy thinking of your goals, values, and student needs Task #2. Draft / Refine an AI policy for your course Task #2. Draft / Refine an AI policy for your course Task #3. Edit your syllabus to be more learner centered Task #3. Edit your syllabus to be more learner centered Task #4. Share your syllabus with the CTL for feedback! Task #4. Share your syllabus with the CTL for feedback!