Section II. Strategies
The chapters in this section address specific questions and approaches for instructors, beginning with course preparation and stretching through to the time after a course has concluded. As you prepare for your course, Chapter 3, “Getting Started,” and Chapter 4, “Conceptualizing Your Course,” will guide you through both the logistical and conceptual aspects of course design at CUNY. The next three chapters, “In the Classroom,” “Grading and Evaluating Student Work,” and “Educational Technology” then offer guidance for how to structure in-class time, design assignments and assessments, and ethically integrate digital tools into your teaching. We conclude with “Teaching Observations, Evaluations, Portfolios and Reflections,” addressing the various ways you may receive, digest, and build upon feedback as you move forward in your career.
Section Outline
Chapter 3. Getting Started
- Roster and Course Information in CUNYFirst
- Scoping the Course Basics: Who, When, Where, and How Many?
- Course Materials
- Modes of Instruction
- Resources and Support
Chapter 4. Conceptualizing Your Course
- Before You Conceptualize
- Course Design
- Teaching Your Research (or Not)
- Creating Assignments and Assessments
- Gradebook
- Flexibility in Your Course
Chapter 5. In the Classroom
Chapter 6. Grading and Evaluating Student Work
- Terminology
- Getting Started with Evaluating Student Work
- Being Practical
- Peer and Self-Evaluation
- Grading Rubrics
- Getting Students to Engage With Feedback
- Ungrading
Chapter 7. Educational Technology
- Getting Started
- Digital Teaching Platforms at CUNY
- Digital Tools
- Digital Literacy
- Accessibility and Educational Technology
- Student Data and Privacy
- Online and Hybrid Courses