Arts First Instructor Handbook

Introduction

This Handbook is written and maintained in order to:

  1. Introduce instructors to the Arts Faculty, providing information about its history, organization, goals, and objectives 
  2. Summarize the most regularly consulted teaching resources and policies 
  3. Provide samples of syllabi 
  4. Provide a brief introduction to other pertinent Arts teaching documents

The Arts First Mandate: To build students' foundational competencies in communication and analysis during their first year at university.

Message from the Director and Associate Director

The Arts First program promotes excellence in teaching with a focus on active learning in a small class environment. Student in Arts First classes can expect to practice communication as a means of critical inquiry.

Communication courses help students to develop skills in speaking, writing, listening, critical reading, and collaboration. They also build competencies in analysis, research, and the thoughtful assessment of information, evidence, and data. These skills and competencies will support student success in their academic careers and in their life beyond the university.

To create a unique first-year experience for students, Arts First courses foreground practice-based learning and background discipline-specific knowledge.

Our aim is that students become more effective and confident communicators, better able to understand and influence the world they encounter.

Best practices for Instructors
  • Arts First is an opportunity for instructors to model their passion for their discipline and research, without mandatory coverage of disciplinary material. Instructors can use this opportunity to showcase how they engage in their own research and thereby cultivate in their students receptivity and engagement, habits of mind and dispositions.
  • For this reason, Arts First courses should foreground active student engagement and background discipline-specific knowledge.
  • To achieve this, Arts First courses should contain about 50%-60% of the material that a regular, discipline-specific seminar would include. This means that instructors should assign less reading, reduce discipline-specific content, and focus more on practice and discussion than lecture modes of teaching.
  • This balance between content and in-class practice creates opportunities for students — and instructors — to reflect on what they are learning and why. Instructors can facilitate this by offering clear and thorough explanations of the purpose of assignments; by guiding students to consider audience, purpose, and context for communication; and by prompting written and spoken reflection by students about assignments and communication processes.
  • Instructors should create a classroom experience that includes frequent opportunities for student writing and speaking, as well as frequent opportunities for critical thinking, problem solving, and other learning activities that promote deep learning. Instructors are encouraged to partner with the library and orient students to library resources and research tools and methods.
  • To encourage student reflection on the purposes of communication, the needs of different audiences, and their own social positioning as communicators, instructors are encouraged to include assignments that incorporate information, evidence, and perspectives from outside students’ own experience.
  • Instructors should offer high-quality, substantive formative feedback to students on assignments and other forms of student participation. That feedback should include detailed comments designed to guide student revision and/or iteration, and coach students on recognizing their own revision opportunities. With guidance and coaching, peer workshopping and revision become opportunities for students to practice giving and receiving formative feedback.

Assignment guidelines

Based on research into best practices for teaching communication courses, we have developed these guidelines for the course design and instruction of ARTS 160.

  • Assignments should align with, or follow-through on, the learning outcomes for each course. The sample assignments demonstrate how this might work. One assignment can certainly align with more than one learning outcome, and the six learning outcomes can be met through a mix of assignments and classroom practices over the course of the term.
  • In general, each student should produce about 12-15 pages of polished writing (usually made up of 2-3 assignments) and should engage in about 4-6 minutes of extemporaneous speaking (meaning practiced and prepared but not read or memorized) over the course of the term in each section of ARTS 160.
  • As much as possible, assignments should be scaffolded, connected, or linked to one another. No single assignment or component should be so high-stakes that it comprises a significant portion of the course grade. To scaffold, assignments can build on one another so that completing one assignment helps prepare a student to complete another. This can mean turning smaller assignments into component parts or phases of a larger assignment; building and layering student facility with communication processes such as brainstorming, researching, drafting, and revising; and building from simpler to higher order skills and communication tasks. Scaffolding can also help students with self-regulation, including setting and adjusting deadlines.
  • Students should practice informal writing and speaking in class that would prepare them for more formal assignments.
  • Assignments and work in class should create opportunities for feedback, revision, or reflection whenever possible. Instructors can also guide students in giving and receiving useful formative feedback through peer collaboration.
  • Problem-based assignments that foreground questions and student engagement are preferable to exams. Normally, instructors will not use traditional exams as modes of evaluation, instead setting assignments that challenge students to think critically and to explore ideas through writing and speaking.
  • At least one assignment in each section of ARTS 160 ought to ask students to collaborate with one another in order to solve problems together, to learn from one another, and to build together a learning community.

Instructors should be explicit about what language use is expected in assignments. Student writers can learn to shift between a variety of modes of communication in order to be rhetorically effective. Best assessment practices take into account the fact that rhetorical purpose and effectiveness for readers and listeners is a more suitable gauge of communication success than grammatical or stylistic correctness.

Courses and learning outcomes

Course Descriptions

  • Please refer to the Undergraduate Calendar for official course descriptions for ARTS 160 and ARTS 160E.

Learning Outcomes

  • Classes focus on practice-based learning. Instead of listening to a lecture and trying to capture notes, students will be immersed in activities and exercises that require communication, problem solving, and the kinds of skills necessary for demonstrating comprehension and effective decision-making. Classmates work together to respond to a challenge posed by the instructor.

  • Arts First classes are dynamic, discussion-based experiences that give students the chance to do a lot of writing and speaking. At the end of each course, students will have written, revised and peer reviewed about 15 pages of text over a series of two or three assignments that build on each other. Students can also expect to give presentations, which should be well-practiced, but not read or memorized.

  • Students will get regular feedback on their work from the instructor as well as from peers through collaborative in-class exercises and assignments.

Upon completing ARTS 160, students should be able to:

  • Access information and practice navigating library resources, including indexes and databases.
  • Understand the role of collaboration in the development of diverse modes of communication.
  • Relate your own experiences, strengths, and goals to effective communication practices.
  • Employ an understanding of genre and convention in the development of knowledge communities.
  • Examine critically the ways that data, information analysis, and communication lead to knowledge.
  • Effectively produce oral, written, and visual modes of communication with attention to context and audience.
  • Synthesize data and information to engage with the social and ethical challenges of our world.

Support for instructors

Instructor Workshops

  • Instructor workshops are scheduled at least twice a year to help with the design of Arts First seminars. Past instructor workshops provide a snapshot of types of content covered.

  • Instructors can expect to receive more information and workshop invitations several weeks prior to workshops.

Student-Centered Teaching Strategies

  • Instructors are encouraged to consult the glossary (PDF) of student-centered teaching strategies for ideas on how to foreground communication and analysis in their classes.

Integrating Library Skills & Resources

  • Many Arts First seminars work closely with the Library to improve students’ research skills.

  • ARTS 130: Librarians are available to work with instructors to address your students’ information needs tailored to the class topic, typically in a single classroom visit.

  • ARTS 140: Librarians have designed three hours of foundational content, on the topics of asking researchable questions, finding appropriate resources, and evaluating information. This content should be integrated into each section of Arts First.

  • Once instructor names appear in the Schedule of Classes (starting 8-10 weeks before the start of the term), a librarian will contact you directly.

  • If you have questions or wish to make early arrangements, please contact Kari Weaver, Instructional Design Librarian.

  • Please contact the following people to make arrangements if you are teaching an Arts First course through:

Teaching Development Resources

  • The University of ݮƵ Centre for Teaching Excellence (CTE) supports Arts First instructors in a variety of ways.

    • A Writing and Multimodal Communication Specialist specializes in integrating communication into courses and is available for individual consultations on course design.

    • CTE offers advice on designing and responding to communication assignments.

    • The ݮƵ Assessment Institute can be a great venue for working on Arts First assignments and courses.

Policies, Procedures, Guidelines, and Logistics

Course Scheduling

  • Course scheduling begins several months before the teaching term.

  • Instructors will be asked to submit the Arts First Scheduling form to provide teaching availability, constraints, other teaching/time commitments in upcoming term, and any other information that will impact the timing of when course scheduling.

  • If there are changes in availability after the form has been filled out, they need to be reported as soon as possible. Final information needs to be provided (via the webform) by the following dates, depending on the teaching term:

  • Fall term – by May 15

  • Winter term – by September 15

  • Spring term – N/A; since very few sections are scheduled the First-Year Program Co-ordinator will contact you regarding availability.

  • Providing accurate information regarding your availability is essential. After scheduling is complete, room/time/day change requests are unlikely to be accommodated due to classroom availability, or because changes may introduce time conflicts for students.

Course Syllabus/Outline

  • Use the accessible course syllabus/outline template available on the Arts Teaching Term Info page (under the Course Outline/Syllabus - Requirements drop-down)

  • Instructors must submit digital course outlines/syllabi for each section of ARTS 130 and 140 to the First-Year Program Co-ordinator at the beginning of each teaching term.

  • Course outlines/syllabi function as a contract between students and the instructor, so all course requirements, readings, assignment dates, and expectations need to be spelled out in detail.

  • Students appreciate clarity and detail regarding attendance, assignments, and marks in the syllabus. Every instructor is different; it is crucial for each instructor to plainly state expectations and specifics regarding both time in class (participation, etc.) and out-of-class work. If you need a copy of a course syllabus for reference, please see the above 'Sample Syllabi and Assignments' drop-down.

Course Exemption Requests

  • Rarely, a student may request exemption from Arts First courses. Students must complete the request for exemption form, which will be assessed by the Director and Associate Director. A decision on the request will be communicated to the student.

Course Enrolment and Override Requests

Students add their Arts First topic to their schedule at the start of the Add/Drop period prior to the term:

  • Fall term – late July

  • Winter term – mid-late November or early December

  • Spring term – late March

Students receive advising emails and an instruction webpage for information on how to enrol in an Arts First section.

Some students are not able to add the course to their schedule for various reasons:

  • Arts First sections only hold 25 students, so they fill up quickly.

  • The class time conflicts with another class in their schedule.

Please do not sign course overrides to enrol additional students in your section(s) of Arts First beyond the course cap. Instead, please direct them to the following webpages:

Course Fees

Supporting Students Who Need Help

  • Instructors can identify students who are performing poorly academically or are chronically absent or disengaged, using a “widget” in LEARN (only available to instructors).

  • If you report a student using the widget, the appropriate Arts Advisor in the Arts Undergraduate Office will reach out to the student to help.

  • The Student Success Offices provides academic and personal development services, resources for international students. We work closely with campus partners to create a vibrant experience for students from their first days at ݮƵ, right to convocation.

  • Campus Wellness is here to help all students at the University of ݮƵ. Our professionals provide primary medical care and mental health services using an inclusive, connected, and collaborative approach.

  • AccessAbility Services helps students with known or unknown disability, illness, or condition. They can help students develop their individualized academic accommodation plan for all components of their academic career.

  • EDGE is an opt-in experiential education certificate program for undergraduate students in traditional (non-co-op) programs of study. Students who complete EDGE will develop their professional skills, explore their career options and learn how to market themselves to employers.

Cancelling a Class (e.g. due to instructor illness, extenuating circumstances, weather)

Please consult the University of ݮƵ Policies regarding cancelling classes due to weather closing or other reasons.

Best practices:

  • Post an announcement on LEARN or email your class list to notify students about a cancelled class, as soon as you know it will need to be cancelled

  • If feasible, post a sign on the classroom door, or ask a department admin contact to do so

  • Specify course, section number, topic, time and date for the cancelled class

  • If rescheduling a class on a different day and/or time, consult with your students regarding their ability to attend

Exams

Arts First courses do not have exams.

Course Evaluations

  • Instructions for conducting course evaluations will be available near the end of the teaching term.

  • Instructors must provide the course evaluation link to their class. Students fill out and submit course evaluations online. Please plan to set aside in-class time for students to complete course evaluations, in order to encourage higher participation.

  • The Arts Computing Office collects and tabulates evaluations, then emails instructors with information on how to access their own results.

Arts First contact information