Teach a Course
Creating and teaching your own R’course is easier than you think, and we’ll help you every step of the way!
The process is conducted in three phases: think/apply, develop/learn, and facilitate.
- The Think/Apply phase (Quarter 1) requires students to think of a course topic, identify a faculty mentor, develop the idea, and submit a proposal.
- The Develop/Learn phase (Quarter 2) requires future facilitators to enroll in 1-unit of 190 with their faculty mentor to develop the course, and enroll in 1-unit of EDUC 102 to learn about facilitation.
- Students lead the course for their peers in The Facilitate Phase (Quarter 3).
Upcoming Information Sessions (for students who want to learn more about R'Courses and how to teach one):
- Friday, December 6, 10am - Center for Teaching & Learning, Rivera Library, (A0101D)
- Weds., January 15, 11am - 1127 Hinderaker Hall
- Tues., February 18, 2pm - 1127 Hinderaker Hall
- Monday, March 9, 11am - 1127 Hinderaker Hall
- Friday, April 3, 10am - 1127 Hinderaker Hall
- Monday, April 20, 12pm - 1127 Hinderaker Hall
Please RSVP to attend a General Information Session here.
Upcoming Prep Sessions (for students ready to turn in a proposal that would like some additional assistance with the feedback from the first deadline):
- Friday, February 7, 11am - 1127 Hinderaker Hall
- Thurs., February 13, 3pm - 1127 Hinderaker Hall
- Friday, May 8, 10am - 1127 Hinderaker Hall
- Tues., May 12, 2pm - 1127 Hinderaker Hall
Please RSVP to attend a Prep Session here.
|Quarter||Submit to R'Course Coordinator||Final Submission with Revisions|
|*With Faculty Mentor Signature||*With Department Chair Signature|
|Fall||Nov. 1||Nov. 15|
|Winter||Feb. 1||Feb. 15|
|Spring||May 1||May 15|
Create a Course
Student Facilitator Process
Step 1 –
Think of a unique topic that you would like to share with your peers!
- Make sure you check the course catalog and past R’Course offerings to ensure that your topic is original and hasn’t been taught before. Part of the process if for you to develop your own original content for the course.
Find a faculty mentor who can review your topic and objectives for your course idea and support you in the development of the course.
Work with your mentor and create a full proposal. A completed proposal includes:
- R'Course Proposal Form (With signatures from your faculty mentor and the department chair)
- Completed draft syllabus of your proposed course (Syllabus template)
- Resume or Curriculum Vitae
Submit your proposal to R'Course Coordinator at email@example.com by the first deadline listed below. You will receive some feedback and final revisions will be due by the second deadline listed below. At this point, your proposal will be taken up by the R'Course Governing Board for approval or denial.
Proposal Due Dates Quarter
Submit to R'Course Coordinator
Final Submission with Revisions
*With Faculty Mentor Signature *With Department Chair Signature Fall November 1 November 15 Winter February 1 February 15 Spring May 1 May 15
Step 2 -
Once your proposal has been accepted, you will enroll in 2 units of coursework during the 2nd quarter:
- XXXX190, (Directed or Independent Study) with your faculty mentor, in the department in which your course will be held.
- Work on developing your syllabus further, including your reading, class resources and potential guest speakers or outside classroom activities.
- EDUC 102 - Democratic Pedagogy: Developing R'Courses. This course will help you:
- Gain important knowledge about democratic education,
- Enable you to further expand your syllabus and class coursework,
- Practice facilitation techniques in a learning environment,
- Help you develop a supportive network for your teaching experience.
Step 3 -
Time to teach!
You have the option of taking another XXXX190 unit with your faculty mentor if you need additional assistance.
R’Courses Forms and Information Guides
- Faculty guide (Helpful to give to a potential faculty mentor)
- R'Course Proposal Form
- Student Guide (Useful checklist)
- Syllabus Template
- R'Courses Photo Release (Required by the students who will take your course)
- R'Courses Waiver (Required by the students who will take your course)
- UCR Catalog (check for similar courses)
- Previous R'Courses (check for similar courses)
Faculty Mentor Expectations
- Each student applicant must identify a faculty mentor who will assist him/her with developing the course.
- Review student facilitator(s) syllabus and proposal form and make suggestions for revisions or additions.
- Sign the mentor agreement and assist in facilitating departmental approval
- Meet (in person or via phone/email) with student(s) to outline expectations for the 2nd quarter - XXXX190 Directed Study Course (1 unit, either S/NC or letter grade - at your discretion).
- The student will register for 1 unit of Directed Study (190) credit with the faculty mentor after the proposal has been accepted by the R’Course Governing Board This preparation course will consist of assignments/research as needed with the faculty mentor.
- Assist the student in creating classroom assignments, resource/reading lists, guest speakers, etc. for the R'Course.
- Assign a grade to the facilitator(s) for work completed in the 190 course.
- The student will also take a 1-unit EDUC 102: Democratic Pedagogy course with UCR staff and faculty from the Office of Student Engagement and will delve into such topics as:
- Syllabus and assignments review
- Democratic Education overview
- Discussion of Bloom Taxonomy
- Engaging students in classroom discussion
- Using technology to enhance student engagement
- Lesson Planning
- Library and other Campus Resources
- The mentor will also be the instructor of record for the R'Course offered by the student facilitator. This activity can be included in the faculty mentor's merit and promotion file as an Undergraduate Mentorship experience.
- Optional continuation of the Directed Study (190) during the 3rd quarter is optional at the discretion of the faculty and student facilitator.
- Meet (in person or via phone/email) with the student periodically during the quarter to discuss the progress of the course.
- Periodically attend class sessions and provide the student with helpful constructive feedback.
- Assign a grade (S/NC) to each of the course participants in collaboration with the student facilitator.
Student-led courses at other institutions (many of these are student websites)
- UTeach - UC Irvine
- DeCal (Democratic Education at Cal) - UC Berkeley
- Undergraduate Student Initiated Education - UCLA
- Education for Sustainable Living Program - UC Santa Cruz
- Student Taught Courses - Rice University
- StuCo (Student College) - Carnegie Mellon University
- ExCo (Experiemental College) - Oberlin College
Working with a Faculty Mentor:
- How to Find a Faculty Sponsor (UC Berkeley - DeCal)
- Preparing a Syllabus (The Teaching Center - Washington University in St. Louis)
- Syllabus Components (Mellon Faculty Institute on Undergraduate Research - UC Berkeley)
- Syllabus Checklist (Center for Educational Effectiveness, University of Delaware)
- Asking Questions to Improve Learning (The Teaching Center - Washington University in St. Louis)
- Increasing Student Participation (The Teaching Center - Washington University in St. Louis)
- Teaching with Lectures (The Teaching Center - Washington University in St. Louis)
- Tips for Faculty Teaching for the First Time (The Teaching Center - Washington University in St. Louis)
- Using Class Time Effectively on Day One (The Teaching Center - Washington University in St. Louis)