Issue Home Volume 12: Issue 1

Conversations on Teaching
Randy Richter
Associate Professor
Department of Physical Therapy and Athletic Training

Preparing for a semester usually takes me through three phases. The first phase begins at the end of the semester I last taught the course in question. At this time I reflect on the course and what worked and did not work. I review the student evaluations and identify the major themes from the evaluations. Often I find it helpful to talk to a colleague about the course and student evaluations. I believe that having conversations with a knowledgeable and trusted colleague about teaching is one of the best things I can do to improve my teaching. For example, the students may indicate that a particular assignment is too burdensome. Explaining to a colleague why I think the assignment is necessary helps me to identify the pedagogical reasons for the assignment. Based on this conversation I may decide that the rationale for the assignment is weak or sound, and make or not make, adjustments accordingly. Taking notes on these reflections and conversations is helpful, although I must confess that I have not always managed to do so. As an aside, one of the tools I am trying to use to help keep track of ideas and notes for teaching is the software program OneNote, which came with the University Microsoft Office 2007 package.

The second and third phases occur a few weeks before the semester starts. As you may have guessed, the second phase is to use my reflections and notes from the first phase as I consider changes to the course. The changes need not be substantive. Sometimes, I may only change how an assignment is presented or delivered to the students. The third phase may be idiosyncratic to the Program in Physical Therapy where most of my teaching occurs. Our program has pictures of the students by academic class. By the first day of class I hope to know 15 to 20 names of the students enrolled in class. Interacting with the students by name on the first day of class sets a nice tone for the rest of the semester. By the middle of the semester I try to know all the student names. The students seem to appreciate the effort taken to learn their names.

Related Content Sandy Gambill, Program Director for Learning Technologies at The Reinert CTE discusses some easy ways technology can help you learn student names.

Last updated 08.19.09