»Course Checklist

Course Logistics 
[ ] Confirm room assignment, class meeting times through the Chapman Faculty Center.  
[ ] Access your course roster via university systems (e.g., Canvas, my.chapman.edu) 
[ ] Check technology setup (projector, speakers, Wi-Fi, login access) 
[ ] Order or check on textbooks and course materials availability for students at the university bookstore   

Course Planning & Syllabus 
[ ] Finalize your syllabus and ensure it aligns with department/program expectations 
[ ] Upload syllabus to Canvas  
[ ] Prepare a short, engaging introduction activity for the first day 
[ ] Identify learning goals for the semester and the first week  

Communication & Student Support 
[ ] Draft and schedule send a welcome email to students through Canvas  
[ ] Review support services you can refer students to (e.g., tutoring, mental health) 
[ ] Set your communication policies (response time, office hours, preferred contact method)  

Classroom Environment 
[ ] Plan how you’ll create a welcoming and inclusive learning space 
[ ] Prepare name tents or seating charts if needed 
[ ] Decide how you’ll handle introductions and building classroom rapport  

Teaching Materials & Assignments 
[ ] Upload any Week 1 materials to Canvas (slides, readings, handouts) 
[ ] Double-check any quizzes or assignments planned for the first week 
[ ] Set up your Canvas gradebook and assignment instructions and categories  

Professional Readiness 
[ ] Connect with your GSI director or supervisor for final questions 
[ ] Reflect on your teaching goals and how you'll evaluate your own growth throughout the semester   

Community Building & Support 
[ ] Connect with fellow GSIs to exchange tips or co-work before classes begin 
[ ] Identify colleagues or mentors you can reach out to throughout the term 

Important Dates 
[ ] Review Chapman University’s academic calendar (holidays, add/drop deadlines, exam periods) 

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Day One 
[ ] Arrive early to check tech setup and room arrangement 
[ ] Greet students warmly and introduce yourself 
[ ] Share your enthusiasm for the subject and the course 
[ ] Go over the syllabus together and invite questions 
[ ] Facilitate a student icebreaker or name-learning activity

Setting Expectations & Tone 
[ ] Clarify communication norms (response times, Canvas use, office hours) 
[ ] Review class participation expectations and inclusive practices 
[ ] Introduce any key policies (attendance, late work, academic integrity) 
[ ] Establish classroom norms through student input or reflection (including device policies)   

Instructional Start 
[ ] Teach at least one short content segment to preview what’s ahead 
[ ] Assign low-stakes engagement activities (polls, reflections, warm-up exercises) 
[ ] Use learning goals to guide your first discussion or lecture 
[ ] Solicit informal feedback—e.g., a “one-word exit ticket” about students' first impressions  

Course Technology 
[ ] Walk students through Canvas navigation for your course 
[ ] Confirm access to any readings, videos, or assignments 
[ ] Troubleshoot login or tech issues with students 
 
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Instructional Flow & Classroom Practice 
[ ] Reflect on your first few lessons—what’s resonating with students? You can always ask them directly!  
[ ] Adjust pacing or scaffolding based on initial student responses 
[ ] Introduce and practice active learning strategies (e.g. think-pair-share, polls, mini-debates) 
[ ] Begin collecting informal feedback on class structure and engagement 
[ ] Try out varied teaching modalities (lecture, discussion, group work) to find what fits  

Student Engagement & Support 
[ ] Learn and use students’ names consistently 
[ ] Reach out personally to students who seem disengaged or absent 
[ ] Reinforce classroom norms and encourage student ownership of learning 
[ ] Conduct an anonymous check-in or temperature survey to surface concerns  

Course Management & Feedback 
[ ] Return initial assignments promptly with thoughtful feedback 
[ ] Analyze student performance on early tasks—what needs clarification or review? 
[ ] Meet with students during office hours or over email to build rapport 
[ ] Update your gradebook and communicate clearly about upcoming deadlines  

Professional Development & Reflection 
[ ] Reconnect with your mentor or GSI supervisor to share progress if needed 
[ ] Document moments of growth, challenge, or insight for your teaching portfolio 
[ ] Continue reading a blog, podcast, or article related to pedagogy 
[ ] Attend a campus workshop or GSI meet-up for shared learning when available   

Planning Ahead 
[ ] Preview next month’s assignments and assessments—are instructions clear? 
[ ] Begin preparing materials for midterm evaluations or student check-ins 
[ ] Schedule time for your own wellness and academic commitments 
[ ] Reflect on your teaching goals—what adjustments are needed to meet them? 
 
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Deepening Pedagogical Practice 
[ ] Scaffold assignments more intentionally (pre-writing activities, peer review, etc.) 
[ ] Practice integrating real-world examples or interdisciplinary perspectives  

Student Interaction & Community Building 
[ ] Encourage collaborative work: group projects, peer teaching, or co-analysis 
[ ] Recognize student contributions—consider shout-outs or formative feedback kudos 
[ ] Foster student agency by inviting them to propose ideas or topics for exploration  

Midpoint Feedback & Adaptation 
[ ] Administer a formative mid-semester feedback survey 
[ ] Reflect on trends—what students are loving vs. where they’re feeling stuck 
[ ] Make targeted tweaks based on feedback (pace, structure, clarity) 
[ ] Share how student feedback is influencing instructional decisions  

Assessment & Academic Rigor 
[ ] Preview upcoming major assessments with clarity and structure 
[ ] Communicate clear rubrics or grading criteria 
[ ] Review common challenges from early assignments and reteach as needed 
[ ] Support students in developing metacognitive skills (study strategies, reflection prompts)  

Professional Identity & Support 
[ ] Begin drafting teaching reflections for your portfolio 
[ ] Log breakthroughs, challenges, and meaningful student interactions 
[ ] Attend department colloquia or faculty seminars on teaching 
 
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