Resources for Teaching

The Guide to Teaching and Learning, developed by the Faculty Center for Innovation, Collaboration, and Support, is a comprehensive source for faculty on the design and delivery of curriculum. It offers information on research-informed practices in teaching and learning and ways to apply them effectively in a variety of formats, including synchronous and asynchronous and online and in-person contexts, and for a variety of diverse learning audiences. Faculty are encouraged to reference the Guide to Teaching and Learning throughout the curriculum design and delivery process. For information regarding workshops on curriculum development and assessment and for faculty professional development resources, please visit the Faculty Center for Innovation, Collaboration, and Support website.

The purpose of the syllabus is to provide information about the course and the broader university learning environment: course objectives, readings, assignments, policies, forms of academic support, and other relevant information to support the student learning experience. The syllabus is a kind of contract between students and the instructor that outlines the course design and content, provides an overview of what students can expect from the course and professor, and states the responsibilities and requirements they are expected to fulfill in order to complete the course.  Please refer to the below information for university-wide policies regarding syllabi. 

Additional information and in-depth resources on course design for student-centered learning, including an introduction to the Backward Design of courses, Course Planning Guides, information on Inclusive Teaching Practices in course design and delivery, and best practices to Create Student Learning Outcomes, can be found on the Course Design page of the Faculty Center’s Guide to Teaching and Learning. Also refer to the Writing Student Learning Outcomes webpage on the university’s Assessment of Student Learning website and Examples of Liberal Arts Learning Outcomes in Course Syllabi for additional resources.

Given the key role that the syllabus plays in guiding student learning and expectations, university policy states that syllabi are required for all classes. All instructors should provide each student with a paper or electronic copy of the syllabus on the first day of class. For online classes, syllabi should be posted to Canvas before the first day of class. In addition, all faculty members must post their syllabi to Canvas by the end of the first week of class.

Certain items, such as a course description, the attendance policy, and the academic honesty policy, must be included in every course syllabus at The New School. All requirements for the 2024–2025 academic year are listed in the Complete Syllabus Template. 

In addition to the required items on the syllabus, faculty may want to include supplementary material to help students succeed in the course. For example, faculty could provide:

• Helpful hints for studying, taking notes, or doing well in class
• Glossary of technical terms used in the course
• Resources for more in-depth exploration of specific topics
• A Bibliography of supplemental readings
• A calendar of campus lectures, plays, events, exhibitions, or other activities relevant to your course

The Course Design page of the Guide to Teaching and Learning provides additional information and in-depth resources on course design for student-centered learning.

Below you can find all the information you need to teach your online courses effectively at The New School. 

Rather than focus on teaching, online instructors must design opportunities for students to learn. Content selection, scaffolded exercise/assignment development, and transparency of structure, organization, and course facilitation are far more important in an online environment than in face-to-face courses.

The website Preparing to Teach Online from Online Learning contains the following information, which is helpful for faculty preparing to design online curriculum or teach online courses:

• Videos on how to use synchronous and asynchronous technologies for teaching
• Support services from Online Learning
• Introductions for using Zoom and Canvas

Please see the Guide to Teaching and Learning for more information on how online learning affects course design and instructional practice.

It is imperative that faculty and staff foster the most inclusive and accessible learning environment possible for students of all identities and backgrounds. The section on Inclusive Teaching Practices in the Guide to Teaching and Learning is an essential resource for designing and delivering equitable, inclusive, and socially just curriculum and student learning experiences. For more information on Equity, Inclusion, and Social Justice (EISJ) at The New School, please see the Office of Equity, Inclusion, and Social Justice webpage or contact the office at [email protected].