Reflecting, planning and preparation are important elements of getting ready to teach any course. 

The following ideas provide guidelines for getting ready to teach. Please note that while they represent good practice, they are not exhaustive. Therefore, you might be aware of different ways to prepare a course that are also effective. Remember that understanding context is an important part of your preparation.

  1. Set aside blocks of time to plan and prepare your course. What timelines will you need to adhere to – e.g. Library resources, Electronic Course Profile (ECP) checking and submission?
  2. Past course coordinators, students who have completed the course, previous Student Evaluations of Course and Teacher (SECaTs)Student Evaluations of Tutor (SETutors) and check-in surveys are valuable sources of information.
  3. Who will need to be part of the planning and preparation (co-course coordinators, major/minor/program convenors, lecturers, tutors, student partners, school administration)?
  4. Recognise what resources you are going to need to ensure the best possible outcomes for you and your students.
  5. Be aware of the Teaching and Learning Roles and Responsibilities [3.30.01] in the Policy and Procedure Library (PPL).

What do I need to do?

1. Before the semester

  1. Liaise with the Program Coordinator and Teaching and Learning Chair as appropriate regarding course learning objectives and goals.
  2. Liaise with coordinators of prerequisite courses to establish expected prior knowledge of students.
  3. Develop and submit the Electronic Course Profile (ECP) for the course for school review by the School specified due date.
  4. Ensure that appropriate tutorial assistance is in place. Consider what budgetary constraints might exist and what training your tutors might require to ensure your course proceeds smoothly.
  5. Develop a coherent schedule/timetable for all learning activities and assessment in the course in collaboration with other contributors and year coordinators, where appropriate.
  6. Ensure that appropriate locally-controlled space is booked as required – e.g. tutorial rooms, computer laboratories. Consider space arrangements in the event of further COVID-19 restrictions.
  7. Order textbooks and other learning resources. Submit the course reading list to the Library at least eight weeks prior to the start of semester to ensure materials are ready for students.
  8. Request, merge and develop a Learn.UQ course site, and/or an edX (Edge) site for your course. Consider using a tool like Learning Pathway to support students navigating your course.
  9. Plan your first points of contact with students, how students are welcomed online in your course site and first class. First impressions matter – consider how you will convey your enthusiasm for the course, help students feel they belong and set expectations for the semester.
  10. Think about how you will communicate with your students and how they will communicate with you.
  11. Check SI-net at the start of semester for class lists and any changes to the timetable and venues.
  12. Check the student enrolment profile for your course in Course Insights (available in Learn.UQ under Tools) and/or Reportal.
  13. Ensure examination protocols are in place if you are administering an examination.

 Ready to Teach Week

Twice a year, ITaLI puts together a program of online and in-person activities designed to help you prepare course materials for the upcoming semester.

Need help?

ITaLI's team of Learning Designers and eLearning Advisors can support you with implementing any of the actions covered on this page.