9.1 Teaching First Year Courses

A course is a course, of course. When isn't a course just a course? There are a number of situations, but any first year course is definitely NOT like other courses. We also believe that it is probably impossible to really understand why they are special until you have been through a full year teaching one. There are many, many subtle bits that arise during the year which are hard to predict and appreciate if you have only taught intermediate or senior classes. It is easy to dismiss many comments made by a first year instructor. There are some big issues and there are many small ones which add up; death by a thousand paper cuts. It is of course possible to ignore all of the first year course issues and teach it as a normal course, people do that, but we believe that this is a great disservice to the students. In some cases, this is because the instructor does not know or realize that something different is needed, in others, the instructor does not the support from the department, and yet others, the instructor does not want to put the effort in.



From a student perspective, the student's brain manual can provide help to the student. It is suggested that instructors also review the site to i) understand what the students face, and ii) know what resources exist. The site was developed to help students transition from secondary school and to start them on better skills and abilities. As part of the site history, over fifty differences were itemized between secondary and post-secondary; and an instructor needs to be aware of these as well. The most significant are noted on the website.

There are two types of first year courses, i) what we call normal introductory or subject courses, and ii) key concept courses in a program which are intended to provide the big picture and set the groundwork for the subsequent terms, setting hopes, expectations, and dreams.

• In the first course type, the instructors need to be aware of the basic transition issues and design/support the course accordingly. If the course is a cohort or service course, it is also necessary for the instructor to coordinate with other instructors teaching the same students to ensure that the workload and expectations are appropriate. Coordination should also take place during the term, taking the temperature of the situation, making sure that all remains in synch, balanced. It is our projection that a straightforward subject course, is probably 1.5x the effort to teach at the first year level compared to a higher level course. Perhaps even 2x depending on the complexity of the topic and the knowledge/expertise gap between secondary and post-secondary with respect to the material and concepts. There are extra meetings, more coordination, probably more student help sessions, more remedial material to prepare, possibly special tutorial sessions, and extra material within the class module for additional delivery when more time must be spent on a gap topic. The class sizes might also be larger and this can often mean more sections and more coordination which take time and effort.
• In the second course type, the program's concept course, this is a significantly more complex situation for an instructor to deal, with and based on our experiences, it is never less than 2x and can be 3x the load of a 'normal' course. Being the program's main course, and there can be more than one, the instructor is very likely to have tasks in the term before the course is offered; ones not normally required after first year. The instructors have an added focus on the mental health of the incoming as they learn how to deal with the transition challenges and the stress. There is also a note on onboarding It is a different world for them and the concept course instructor is usually the one who has to deal with the undeveloped and inadequate executive functions; not only teaching subject matter, but teaching time management for example. The instructor is likely teaching the student how to study and how to prepare for exams and assessments.

For the rest of this note, we will be discussing the concept course variety.



The instructor is also dealing with the expectations of the students, what they were used to in secondary school, what they think post-secondary will be like, and what it is like in reality. We have found very few students having realistic expectations when they arrive. There are always some students with a clue, but these are in the minority. It has to be assumed that the incoming require alot of help transitioning. It is best to assume that any assumptions that the students have are likely wrong; do not assume any are appropriate (safest bet). This includes standards, acceptable practices, what academic integrity means, what an average student is, what an average instructor is, what should be done, what is acceptable, when it should be done, how it should be done, how to deal with the different type and level of feedback; from studying, attending class, preparing for tests, to interacting with the instructor and what to do with teaching assistants. You name it, there is a gap and either the concept course instructor deals with it or not.

Taking care of business is what makes the concept course 3x the normal load and subject courses 1.5x. If the department and other instructors do not understand or value this level of student support, it is unlikely that any additional resources or load recognition will exist. Some (perhaps many) other instructors simply dismiss the issues and believe that this is normal and a rite of passage. They got no support, no help, they survived, and others should too. It is part of the process. They will figure it out, else they are not appropriate for post-secondary education. Taking this thinking to its logical conclusion, there would be no schools at any level as people learned skills and did things without schools in the old days, and what would the world look like in this case? There are many other situations where the same logic can be used. Silly reasoning, arrogant and ignorant. In reality, we should be making things better for the next generation and improve their life's journey, more effective and more efficient where it matters. That is how humanity has progressed throughout history. We believe in constructive failure, hard work, making the brain hurt, but in an added value way and on topics and activities which are not necessary for learning. Not simply to teach a punitive lesson and be mean.

Teaching first year students can be a great experience and very rewarding. However, it is very hard work and draining. Especially if appropriate support and undestanding does not exist within the department.

In fact, we think that every instructor should have a term where they assist in a first year course, for the whole term, so that they understand the students better and the transition that takes place. The transition is not done and over by the end of the first term or first year, it continues and all instructors should understand the complete supply chain and how the 'material' flows through the system. This first year exposure should be done as a new hire or as soon after as possible. Similarly, if there is a capstone course in final year, we believe that all instructors should assist for a term as well. Note, we say assist and not teach. This is different. We do not believe that instructors, especially junior, new hires, should be expected or allowed to teach first year courses or a capstone unless they have assisted and had some knowledge and experience first.

We have encountered 'a course is a course' and all courses are equal in terms of what infrastructure and support they get. Based on bums in seats, a course gets x. We think that this is naive and while very convenient for the decision makers is irresponsible and negligent when it comes to planning and process execution. It is important to recognize things like critical paths, bottlenecks, and mission critical tasks; this is what operations management is about. Not all operations are created equal when it comes to priority and appropriate resources for execution. We believe that the first year courses warrant exceptional support and the 'best' instructors. In operations management, it has been observed for over a century that the first operations, first steps of a process are special. A process is often defined by the quality of its first phase. Similarly, we believe that a final capstone type course in senior year is equally special and warrants exceptional support and the 'best' instructors. They are the two goal posts.

The first year provides great intel about the incoming and sets the foundation for the journey. The capstone is where things come together and can inform the program about what was actually learned and how well it was learned. The students will likely need the best help to pull it together and understand how everything plays together. It is also where they need the 'wow' experience as they leave the program and graduate. They need a wow experience in first year and one in last year. The wow is important in first year for a number of reasons. The students have made their most important decision to date, choosing their program. In some cases, it is a second or third choice, not their first. They need to know it was the right decision and that your program will deliver. When we have seen students have a wow experience in first and last year, we have seen great class dynamics and morale during the program, and great alumni press and relationships upon graduation. These are obvious points and can also be found in customer-relationship material, but the normal academic does not seem to think this way, is unaware. If an institution needs to compromise and make choices, the 'best' should go to the first and last years. The first and last impressions matter!



Do not assume that the course is static and once done can be simply replayed year after year. The incoming are changing, expectations are changing and the first year courses should have a continuous improvement program and this should be supported by the department. We suggest that 10-15% of the course effort each year be dedicated to course review and improvement. Every 3-5 years, a major revision, re-development is also likely needed.

Here are some thoughts about concept courses...

• Track and log your time on the course, anything the term before or after, as well as during. It is good to have evidence to support any claims of 1.5x, 2x, 3x normal course load. It is a pain, but useful to do for a number of reasons. It is part of being self-aware and knowing what you do consciously, tracking changes over time.
• Do not be surprised if you get nothing else done during the term and if you find yourself 'working' the same long hours as the students are.
• Try to have a buddy system, people not associated with the course to talk with, and have a support system for your own mental health. We have seen many first year instructors, the caring and involved type, totally wiped out by the end of term. Having taught courses at all levels, we can say that teaching first year is in the extreme sport category for mental preparation, physical impact, and energy drain. You need to eat well, sleep well, and take care of yourself to survive. It is worth it, but you need a system and friends if you are in it for the long haul.
• The stress levels and transition process suggest that the concept course team be organized to provide support seven days a week (sorry). You will need ears and eyes on things over the weekends. You need to monitor and deal with molehills before they become mountains. The student body's reactions and dynamics are non-linear and they can quickly get out of control between the end of day Friday and start of day Monday. This monitoring picks up course specific issues, and it can pick up mental health issues too. Remember, it is likely that the concept course instructor and TAs will be the first contact point for any mental health issues during the term. This is the first, extended relationship at the post-secondary level for the student, they are bonding.
• Try to avoid learning new methods and trying them on the first year students first. If possible, practice and refine at a higher level. With first years, there is little room for error and most issues will be full-on earthquakes and not mere tremors. You want anything you do to be a well-oiled machine. This is important for any critical path or mission critical activity. There is also an expectation setting element. The first impression is important and hard to change later. The concept and other first year courses should be smooth and professional, representative of the university's branding and deliver what was promised in the recruiting literature. If the first term is bumpy and not effective and efficient, the students will assume that this is the norm. It might be, but that is not good.

• Do not schedule and plan to the max. Assume that you will need some of the class, tutorial, lab hours for the unknown, for interventions. This is not just for your course. We have used concept course 'time' to bolster and help the students with other courses, where they are stressing. We have had the other course instructors respond when asked, come to our class time, bring their TAs and do extra, special, 'slow' teaching and explaining to our students. The concept course instructor needs to consider the holistic situation and all courses the students are taking as stress in one can impact all courses. We did this every offering and sometimes it is 2-3 class sessions dedicated to other courses. We also found that we had unexpected sessions needed and having strategic slack planned in the course was important. On paper, there is material for all class time, but the material towards the end of term is considered secondary and is not the core, foundational concepts. It is material that if need be, can be sacrificed. It is the icing on the cake material. The core, foundational concepts should be dealt with early on in any event, so that the last third of course is on repetition, deliberate practice, understanding, and ensuring that the key learning outcomes have time to marinate, to develop during the term. It is not wise to plan critical topics for the end of term. Naive and not wise if you do.
• Make sure that you have peer review, observers, and helpers. They should help review the course planning, sequence of material, methods, assessments, activities, discuss the learning outcomes and challenge you as you describe the course; how each element supports and relates to the desired outomes. They should sit in at the start of term (remember the initial impressions are important), part way through (after the first major assessment, debrief), and at the end of term (the last impression, the wrap-up), and then do a debrief. This is what we do in our own buddy circle. We help and do this for each other. We also invite others to observe and review. You and your buddy can become twins and that is not good in all matters. It is useful to have a third party involved. We recommend this for all courses, of course, but it is more important for the first year courses to actually do it and do it every year. Yes, it is not one and done.
• Remember that the incoming will have high variance which decreases over time as the students proceed through the program, term by term. The high variance implies that any simple stereotype or set of assumptions about the 'usual' student will be wrong. Any predictions or assumptions about student skill, expertise, knowledge, executive functions should not be based on a tight, one standard-deviation view. The high variance also implies that all of the great things that should be done, the universal design, accessibility, equity, inclusivity, etc. needs to be done at a great level and basically assume the worst, the widest variance, and not be based on what you hope the variance will be.
• You will have to help them with time management, reading word problems, test prep, etc. Do not assume that they have a real clue. Do not assume that they have been given quality, critical feedback at the secondary level and that they know how to respond to critical feedback. Do not assume that they are hearing everything you are saying or understanding what it means. They actually need help with reading and listening; at an advanced level for comprehension. They are also digesting and thinkinga about what you just said and translating it from high school to university as you continue to talk, so they probably only get one quarter or one third of what is being said in a first year class, seminar, or help session. They will think that they are ok, and that they will be ok doing what they did in high school. Until they do a face plant (or two or three). They were above average in high school, they will think they will be above average in post-secondary and they do not know what this means and what happens when they are not above average. For many years, we used to poll incoming students, 'do you consider yourself above average when compared to your classmates', and everytime, without fail, almost all of the students think that they are above average compared to their peers in the room. Not mathematically possible, not everyone can be above average, but that is the belief and perception.
• This help you provide, can imply time out from lectures, and there will be special activities and assessments to introduce, reinforce different student behaviours.
• Multitasking and knowing how to deal with multiple topics at once, how to deal with the fire hydrant that post-secondary education can be, will be a challenge and students will need help. They have been praised and believe in their so-called multi-tasking skills, but this is a limited assessment and does not address cognitively heavy tasks. Unfortunately, students (and some others) believe that the recent generations can multi-task at all levels of cognitively complexity. This is not a good assumption by anyone.
• Instructors can also help by coordinating and slowly weaning the students off secondary habits. A complete, ice-water or electrical shock therapy is not recommended. The students need to transition in a smooth, graduated way during the term and this needs to be coordinated between courses. In the best practice for change management, the best is one change at a time, two might work, three or more very rarely (as in never). Space out the changes. Control the change. Let the changes have time to sink in, stabilize, and it is important to have time between changes. This is best practice.
• Allow for oopsies and failures. Assume that students will stumble and mess up on any 'major' change or new method/expectation. Do not penalize them for this. Design your course and assessment that will allow oopsies and learning, reflections, and then second efforts. If they learn and do well on the second replication, discount the original oopsy (sometimes to the point of being zero impact). Use reformation justice principles and not punitive approaches. Everyone should be allowed to learn, be comfortable learning, have a safety net for the first, perhaps the second try before serious marking and assessments are done. This also suggests for first year courses, many assessments, reflections, and incremental learning/assessments are warranted and big-bang assessments need to be carefully considered. There are notes on relatively minor and significantly weighted final assessments. If you have a big-bang final, make sure that you have built in processes and mechanisms that deal with possible Type I and Type II errors in your assessment methods! Be fair to students.

We have done things like have mock midterms in the first two weeks of a course, taking an hour from a lab or tutorial to run the drill, to actually mark and provide post-secondary type feedback to the students. This has helped. We have used weekly reflections as well. Teaching the students how to reflect and be self-aware of the learning process and situation. We use a lot of think-pair-share methods to deal with variance and develop insights into the incoming skills, experience. We also use constructive failure and peer comparison (not peer evaluation) throughout one of the concept courses and combine these with narrative and socratic methods. We flip, bend, and blend. We consciously wean and transition. When we redesigned the class for a 2015 launch, starting the redesign work in 2013, we had been using all of these methods for over two decades. That helped. All had been peer reviewed, observed, and critiqued over the years. There was a big, collaborative, buddy effort at the time of the course launch on infrastructure support, observers, helpers. We had many people help with the course development and execution (as in over two dozen). In addition, for the previous decade we had been doing research on millenials, first year students, and the transition to post-secondary. The course was not perfect and nothing was 'right', but it was not ad hoc and everything had to be justified and rationalized on neuroscience, cognitive psychology (cognitive skill acquisition), and learning theory. Without going into the details, there was empirical evidence that the new course design worked and helped the students in many ways. The course has continued to evolve since 2015, each year with peer reviews, observers, helpers.

We understand how lucky and fortunate we were in being to design and deliver this one 'special' course. We were lucky to have the buddies we had. It was a true team effort. We are very aware of the resources and effort it took. We know that this level of attention cannot be reasonably given to each and every course. However, we argue that for a first year concept course (or senior level capstone), the effort is warranted and if the department cares and understands, it can be made to happen. They are the priority courses, are special and different. Whether or not they are explicitly and consciously recognized as such, they are. It is not possible to wish them away. The department has to recognize that not all courses are equal when it comes to organizational planning principles. Not all topics are equal. Not all tasks are equal. Some instructors and courses need more help than others.

There was also an element of personal obligation and accountability in this course. If one teaches courses on quality, process evaluation, has been involved for teaching innovation and curriculum development for a couple of decades, made presentations about it, pioneered certain methods, and has expertise in cognitive psychology and skill acquisition, you better walk the talk. You are accountable. Put your money where your mouth is. Especially if you have spent years researching and understanding the situation as a major part of your academic existence. Not a passing interest. It would not have been professional to ignore what is considered best practice. It was a challenge to pull it all together into one course and execute it smoothly for the first launch, but it was worth it. As noted, the course was two years in development and had a team help sort it out and launch it. It was not all about the instructor. But, it did feel good at the end of the day. At the end of the first launch. At the end of term, every offering. The learning was obvious, the learning outcomes achieved. Watching the light bulbs turn on during the term was great and helped with motivation (student and instructor). Teaching first years has been the best teaching experience in our careers.

The pandemic and online learning has made somethings worse and has increased the first year course challenge. There have been some limited positives, but overall, the situation is worse.

Further reading

• Erickson, B.L., Peters, C.B., and D.W. Strommer (2006). Teaching First-Year College Students - Revised and Expanded Edition of Teaching College Freshmen. (1st edition - 1991), Wiley.
• Allan, J., Clarke, K., and M. Jopling (2009). Effective Teaching in Higher Education: Perceptions of First Year Undergraduate Students International Journal of Teaching and Learning in Higher Education, 21, 3, pp. 362-372.