Get practical techniques for teaching introductory courses

10 Strategies for Enhancing Learning in Introductory Courses

Students don’t like taking survey courses, faculty don’t like teaching them, and student achievement and attendance are notoriously low.


Even though introductory courses, both large and small, form the foundation of a college education, providing students with their first—and perhaps their only—exposure to a body of knowledge, these types of courses don’t get much respect.

In 10 Strategies for Enhancing Learning in Introductory Courses, you will learn how you can help students achieve essential learning outcomes, and, in the process, make your introductory courses more interesting for you and your students.

Led by Barbara Jacoby, PhD, Faculty Associate for Leadership and Community Service-Learning at the University of Maryland, College Park, this 60-minute online seminar focuses on the practical tools you can use to transform introductory courses from an educational chore to a pathway to student success.

Jacoby, a widely published author and nationally recognized consultant, shows you how to go beyond flavor-of-the-month solutions and discover why students aren’t achieving learning outcomes. You’ll learn how trying to teach more can hamper learning and increase student frustration.

It’s not easy to promote student success with the large class sizes that are typical of introductory courses. But in this seminar, you’ll review structural techniques to help students see what your course is about, and you’ll learn why that matters.

This comprehensive approach, when implemented with proven teaching techniques, helps students understand the relevance of survey courses and makes the experience more rewarding for all involved.

Topics Covered

Students need structure, especially at the beginning of their studies. And in 10 Strategies for Enhancing Learning in Introductory Courses, Jacoby shows you how to use the framework of your survey courses to promote both student engagement and student success. You’ll learn how to use structure in introductory courses to:

  • Offer a variety of ways to learn
  • Align course content and activities with learning outcomes
  • Establish a connection between your students’ world and course content

Learning Goals

Moving through Bloom’s Taxonomy, this online seminar will enhance your critical thinking about teaching introductory courses, taking you from developing knowledge through practicing evaluation.

After participating in this seminar, you’ll be able to:

  • Use student feedback regarding their learning
  • Explain to students why it’s as important to ask questions as it is to answer them
  • Employ rubrics early in your teaching process
  • Construct useful and relevant learning content
  • Analyze student learning styles and vary your teaching methods in response
  • Devise learning structures to help students manage their cognitive load
  • Manage technology to help students achieve learning outcomes in introductory courses
  • Prepare students to learn how to learn through metacognition
  • Create opportunities for students to learn by teaching
  • Assess the effectiveness of new teaching strategies for your survey courses

This seminar is now available on CD. The recording includes the complete transcript and all supplemental materials.

An optional Campus Access License is available for an additional $200. It allows the purchasing institution to upload the CD of the seminar onto the institution’s password-protected internal website for unlimited access by the entire campus community.

Intended Audience

Whatever your discipline, if you teach survey courses, 10 Strategies for Enhancing Learning in Introductory Courses is for you.

Whether you’re a graduate teaching assistant just starting your career or a highly experienced tenured professor, this seminar can help you improve your teaching and support student success in all your introductory courses. In addition to faculty, others who can benefit from this seminar include directors of centers for teaching and learning and academic administrators.

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