In common to most, if not all, teachers, I always commit myself to designing and carrying out successful teaching. In particular, I subscribe to the notion that teaching success correlates with students learning. Accordingly, part of my job as a teacher is to identify and facilitate ways of learning that best match the kinds of learning that needs to occur in my courses. Because there is no such thing as an all-purpose approach to teaching (or one-size fits all approach), I understand the need to maintain a life-long commitment to continuous improvement upon my teaching and learning. Thus, I intentionally make every effort to keep abreast with evidence-based developments on approaches to teaching and learning. For example, I regularly read journal articles and books related to teaching and learning. I attend the Annual University Teaching and Learning conference, the University Fall Forum, and other teaching and learning workshops. Among the many lessons I have learned is the critical role that the classroom climate has on students learning. Indeed, course climate has been suggested as a very important component in the design of effective instruction. For example, Ambrose et al. (2010) suggested seven principles for effective teaching based on literature research and their own teaching experiences. Two of these principles seem to explicitly connect learning with the climate of the course.
During your meeting with your instructional designer, you state that you have full freedom to modify the syllabus but note there are some pesky standards that must be included. Dr. Heare didn’t really give you much guidance on what they mean and your department chair told you there was documentation somewhere but they can’t find it right now.
I have students who