Resources

Teaching Matters

Teaching Matters is a pedagogy column hosted by the Chicago Center for Teaching and Learning. It aims to further the pedagogical conversation at UChicago by providing a venue for faculty, instructors, and CCTL staff to share their reflections on their approach to teaching, discuss strategies and innovations from their classrooms, and respond to ideas and trends in pedagogical practice and discourse.

If you are interested in submitting a column for Teaching Matters, please visit the Guidelines and Process page for more information.

Teaching Matters Columns

In our first Teaching Matters essay, Russell Johnson, Assistant Director of the Undergraduate Religious Studies Program and an Associate Pedagogy Fellow in the CCTL, offers his reflections on how to approach the tone of a syllabus. In ways large and small, a syllabus helps to set expectations and to establish the learning environment of a course. While we often focus as teachers on the importance of clarity and transparency in syllabus construction, tone can also go a long way toward cultivating the kind of learning environment we aim for in our classroom—but this can be a difficult aspect of the syllabus to pin down.

In this essay, Sarah Johnson, Senior Instructional Professor and Director of Undergraduate Studies in the Law, Letters, and Society Program, and an Associate Pedagogy Fellow in the CCTL, discusses how she integrates writing instruction into her Social Sciences Core course—a model that may be adapted to other courses for which teaching writing is not the primary aim, but in which writing is nevertheless an important learning and assessment activity.