Teach a Course

Here you will find resources to guide you as you revise, design, or redesign your course in the sequential order of design: from context to syllabus (see Syllabus Guidelines for how to update your syllabus). We are always available to help through consultation or with our many programs and workshops.

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Course Context

How do I begin to think about my course?

At UVic, we take a learning-centred approach to teaching. That means the focus is on student learning. Defined in this way, teaching excellence equates to the combination of two important aspects of teaching: holding high expectations of students and providing high support for students. Holding students to high academic standards indicates the quality of education that UVic students can expect. Providing high academic support highlights the quality of instructors’ teaching. By aiming to ensure these two components are balanced in your teaching, UVic students can attain their academic goals.


As you begin to revise or redesign your course, you want to first consider the context of the learning environment. To do so, think through the following course context information.




More on course context

Learning Outcomes

What is an intended learning outcome (ILO)?

An intended learning outcome (ILO) describes the learning intention by clarifying what the learner will think, value, do, or more by the end of the course/lesson. The following information will guide you as you develop or revise your ILOs for your course and lessons.


How to use ILOs


How will I evaluate my students?

Assessment is any mechanism instituted in a course to provide feedback and measure student learning. Many factors contribute to how assessment is approached.


More on assessmentLearn about ePortfolios to assess students

Instructional Strategies

How can I teach my course effectively?

Instructional strategies includes facilitating and engaging students while teaching by being present as an instructor, communicating with your students, and providing interactive lesson plans and activities. There are many different instructional strategies that you can use but most important is that what you use aligns with your intended learning outcomes and assessment strategies. In the links below, you will find examples of possible instructional strategies that promote active learning.



Learning-centred instructional strategiesStrategies for teaching online

Technology & Tools

How do I teach in an online or blended context?

You have built a new educational technology into your course and now you’re ready to start teaching. How will your practice change? Teaching online, in a blended format, or with a new technology in your face-to-face course changes the options available to you and may change the teaching strategies you use. 


Learn about UVic's educational technologies

Developing a Syllabus

What do I need to outline my course?

No single syllabus format or content applies to every university course. However, a number of components can make the course syllabus more informative, useful, and engaging. Your course syllabus engages and informs students and focuses your teaching. It reflects the overall organization and purpose of the course. It is a structured snapshot of the course that you can preserve in your teaching dossier. It also facilitates the evaluation of your teaching.



Components of a well-designed syllabus

Community-Engaged Learning (CEL)

How does CEL fit in the classroom?

As a faculty or staff member, you can play a vital role in integrating CEL opportunities into course work. Student learning is enhanced by critical reflection on community engagement and course content. Through these experiences, you and your students can make a vital impact on the community through contributing skills, enthusiasm and knowledge to community endeavours. 


Read resources for CELResources for your students

Teaching Policies

What are teaching standards used across the university?

Below are important links to policies related to teaching at UVic. You can also contact your Chair or Director for department or faculty specific policies.

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