{"id":1571,"date":"2026-01-14T16:28:22","date_gmt":"2026-01-14T21:28:22","guid":{"rendered":"https:\/\/courses.bowdoin.edu\/baldwin-clt-teaching-times\/?p=1571"},"modified":"2026-01-14T16:28:22","modified_gmt":"2026-01-14T21:28:22","slug":"teaching-advice-on-starting-a-new-semester","status":"publish","type":"post","link":"https:\/\/courses.bowdoin.edu\/baldwin-clt-teaching-times\/featured\/teaching-advice-on-starting-a-new-semester\/","title":{"rendered":"Teaching: Advice on starting a new semester"},"content":{"rendered":"\n

How to create a syllabus<\/strong><\/a>. This advice guide, by Kevin Gannon, takes a deep dive into the components of making a comprehensive syllabus, including course goals, policies on attendance and late work, AI use, grading, and assessment. For each area, he offers questions to consider, options and examples, and links to the work of other experts.<\/p>\n\n\n\n

How to teach a good first day of class<\/strong><\/a>. In this guide, James M. Lang covers both the theory and logistics of designing a first class that leaves a lasting impression on students. He also offers examples of first-day activities to use in different disciplines and how to follow up on those in subsequent classes.<\/p>\n\n\n\n

How to make your teaching more engaging<\/strong><\/a>. This guide, written by Sarah Rose Cavanagh, argues that engagement is a necessary first step for learning. That doesn\u2019t mean you have to be entertaining, Cavanagh notes. Rather, it means harnessing students\u2019 limited cognitive resources \u2014 including attention \u2014 through effective course design and activities. She tells you how.<\/p>\n\n\n\n