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It covers course design essentials such as defining learning objectives, using research-based and distinctive course contributions, and building global context through examples and cases outside the U.S. It also addresses syllabus readiness, transparent policies and reading requirements, coordination of grading and feedback workflows, learning management system setup, and concrete first-day and in-class practices including engagement, time management, agenda communication, and consistent reinforcement of 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should instructors do to ensure strong course design at Wharton?","Question",{"text":63,"@type":64},"Instructors should list learning objectives, explain how class attendance improves learning versus textbooks, incorporate relevant research results, and offer students value they cannot get elsewhere.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"When should a syllabus be completed and what must it include?",{"text":68,"@type":64},"The syllabus should be completed and available at least two weeks before class start, explicitly stating learning objectives and containing each suggested syllabus-template item unless there is a good reason to omit it.",{"name":70,"@type":61,"acceptedAnswer":71},"What classroom behaviors and policies are emphasized on the first day and throughout each class session?",{"text":72,"@type":64},"Instructors should engage students with at least one action, clearly articulate expectations for behavior (including device and attendance rules), communicate and 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However, these checklist items are intended to be widely applicable to instruction at Wharton, representing a consensus on best practice. Also included are suggestions that some, but not all, instructors have found useful.  \nPedagogical Approach and Course Design  \no Can you list the learning objectives for your course?  \no Do you know the ways in which attending your class sessions leads to better and possibly more efficient learning than reading a textbook?  \no Have you included in your course relevant results from your research and/or from that of others? What can you give your students that they can’t get elsewhere?  \nSuggestions some have found helpful:  \no Teach a mock first class with the Communications Program staff. (Contact Lisa Warshaw to arrange – warshawl@wharton)  \no To get new ideas for your own teaching, ask a colleague if you can observe one or more of his or her class sessions. You may get ideas about leading class discussions, responding to student questions, concluding the class session, etc.  \no Assess the fraction of examples and cases in your course that are set outside the U.S. (Eventhough most concepts are not specific to a geographic setting, students value a global context. )  \no For core courses, reach out to the academic reps in each cohort and ask if there are any particular cohort dynamics you should know about.  \nSyllabus, Calendar, Course Materials, and Information Technology  \no Is your syllabus completed and available on line at [http://syllabi.wharton.upenn.edu](http://syllabi.wharton.upenn.edu) at least two weeks before the start of class?  \no Does your syllabus contain each suggested item in the syllabus template (or do you have a good reason for omitting an item)? The syllabus template is available on the Faculty Tools page at  \n[http://inside.wharton.upenn.edu/faculty/](http://inside.wharton.upenn.edu/faculty/)  \no Does your syllabus state your learning objectives explicitly?  \no Have you communicated liberally and redundantly your policies on collaboration and on what resources students may use in completing graded work?  \no Do you know if any of your cases or readings is used in other courses likely to be taken by your students? (You may search by keyword at [http://syllabi.wharton. upenn.edu](http://syllabi.wharton. upenn.edu) )  \no Have you carefully considered each reading in your syllabus and clearly indicated if it is required or optional? Are you explicit in the syllabus about which readings/materials/exercises must be prepared before class and which are either optional or may be completed at any time.  \no In your course pack, have you “branded” with the school identity any materials developed or published at Wharton?  \nDRAFT of August 8, 2012. 1  \no Well in advance of the start of the semester, have you selected a “learning management system” platform (e.g., Canvas) and requested of Wharton Computing how you wish for it to beset up?  \no If you wish to have lunches with students under the Faculty‐Student Meals Program, have you provided for sign‐up (your IT person can arrange this)?  \no Do you have a plan for when and how you will grade assigned work and for when/how you will provide feedback? Have you reserved capacity to get this done in a timely fashion?  \no Have you arranged for recording grades in Canvas?  \no If teaching a core course, have you coordinated due dates of major assignments with the instructors of other courses offered at the same time?  \nFirst Day of Class  \no Did you describe your goals for the course?  \no Did you take at least one action to engage students (e.g., a puzzle, a challenge, an experiential activity, a case discussion)?  \no Did you introduce yourself, expressing enthusiasm for the opportunity to teach your class, while  \navoiding self‐deprecating remarks about your abilities as an instructor? (Under no circumstances suggest that","cbCaigkW0D3NIvOC","https://ap.wps.com/l/cbCaigkW0D3NIvOC","pdf",184183,"English","# Pedagogical Approach and Course Design\n## Syllabus, Calendar, Course Materials, and Information Technology\n## First Day of Class\n## Each Class Session","[{\"question\":\"What should instructors do to ensure strong course design at Wharton?\",\"answer\":\"Instructors should list learning objectives, explain how class attendance improves learning versus textbooks, incorporate relevant research results, and offer students value they cannot get elsewhere.\"},{\"question\":\"When should a syllabus be completed and what must it include?\",\"answer\":\"The syllabus should be completed and available at least two weeks before class start, explicitly stating learning objectives and containing each suggested syllabus-template item unless there is a good reason to omit it.\"},{\"question\":\"What classroom behaviors and policies are emphasized on the first day and throughout each class session?\",\"answer\":\"Instructors should engage students with at least one action, clearly articulate expectations for behavior (including device and attendance rules), communicate and reinforce the agenda and expectations, and use reliable grading and timely returns to avoid disruptions.\"}]","Wharton Instruction Checklist - Instruction Best Practices | PDF"]