Teaching Your Course Effectively

Inviting Student Support Areas to Class

• NIC offers a vari­ety of stu­dent sup­port ser­vices, includ­ing finan­cial aid, advis­ing, writ­ing, math or research sup­port, career ser­vices, con­nec­tions with Indige­nous Elders and more, to stu­dents at no charge.
• In addi­tion to shar­ing this infor­ma­tion via your Bright­space course (via the Stu­dent Sup­ports Mod­ule you need to add) or in your out­lines, you can also invite peo­ple from these areas to speak with your stu­dents.
• Fac­ul­ty Sup­ports to assist with Library & Learn­ing Com­mons resources and ser­vices such as resource access, copy­right, library pur­chase, etc. can be accessed from the NIC Library web­site. Library staff are also avail­able either in-per­son or via Kaltura Vir­tu­al Class­room for in-class instruc­tion or if an instruc­tor would like to book a library ori­en­ta­tion for their stu­dents.

2.

Supporting Students Experiencing Challenges

• Stu­dents may expe­ri­ence aca­d­e­m­ic or per­son­al chal­lenges dur­ing their learn­ing jour­ney.
• NIC offers many ser­vices to help stu­dents address these dif­fi­cul­ties.
• Fac­ul­ty are encour­aged to refer stu­dents to the Ear­ly Assist pro­gram or to remind them oth­er sup­ports avail­able.
• Resource for Instruc­tors: Stu­dent Sup­port and Ear­ly Inter­ven­tion: The Ear­ly Assist Pro­gram (Share­Point Inter­nal Site — Login From Exter­nal)
• Resource for Stu­dents: NIC Web­page — Stu­dent Sup­port and Ear­ly Inter­ven­tion: The Ear­ly Assist Pro­gram

3.

Meeting Drop Deadlines and Course Expectations

• In a post-sec­ondary edu­ca­tion set­ting there are numer­ous dates to remem­ber, espe­cial­ly those that per­tain to stu­dent out­comes.
• Reg­is­tra­tion time­lines, if not met, may hold impli­ca­tions for a stu­dent con­tin­u­ing in a pro­gram.
• Sim­i­lar­ly, if a stu­dent wish­es to with­draw from a course, the drop date is also impor­tant to avoid aca­d­e­m­ic penal­ty.
• Resource: NIC Pol­i­cy 4–09 Reg­is­tra­tion

Giving Students Feedback

• Feed­back is so impor­tant to learn­ing.
• Pro­vid­ing good qual­i­ty infor­ma­tion to learn­ers deep­ens their under­stand­ing of course mate­r­i­al by help­ing them to pin­point their strengths and areas for improve­ment.
• It pro­vides spe­cif­ic insights into their per­for­mance and can enhance aca­d­e­m­ic skills.
• Resource: Teach Any­where Page — Deliv­er­ing and Receiv­ing Feed­back

Getting Informal Feedback During the Course

• You can make your teach­ing more effec­tive and respon­sive to stu­dents’ needs by solic­it­ing infor­mal feed­back from them.
• Con­sid­er get­ting mid-point feed­back to help stu­dents cur­rent­ly enrolled and end-of-term feed­back to help you to reflect on your teach­ing for next time.
• Resource: Teach Any­where Course Feed­back Sur­veys

Reflecting on the Course

• Reflec­tive prac­tice in post-sec­ondary edu­ca­tion refers to an ongo­ing cycli­cal  process where edu­ca­tors crit­i­cal­ly scru­ti­nize their teach­ing prac­tice.
• This process involves thought, time, and a desire to enhance qual­i­ty stu­dent learn­ing.
• Reflec­tion is a process that helps us to make mean­ing of a sit­u­a­tion or event and sup­ports instruc­tors to grow and deep­en their under­stand­ing of them­selves and their teach­ing approach­es.
• There are numer­ous ways to sup­port you as you begin/continue the process of reflec­tion.
• Resource: Teach Any­where Page — Reflec­tive Prac­tice