Page 2 | New to university lecturing

WickedElpheba · 2025-08-23T15:30:34+00:00

I'm moving to or academia after 20 years in practice. I'm looking forward to it as it's something I've wanted to do for a long while but it is new so I expect it to be a challenge initially. Any advice especially if you moved into it from something else? Anything that surprised you? What was your biggest challenge?

Original poster

WickedElpheba · 26/08/2025 09:33

busybusybusy2015 · 25/08/2025 22:03

No phone use during discussions or seminars (take spare pens and paper for those who claim they have to 'make notes'). Make the the second-to-last lecture of every module a participatory revision session (for that end-of-term feeling). Best I've ever seen is PowerPoint Karaoke: prepare a lecture summarising the entire course content but with images only and no text. Each student goes up front in turn, to explain one slide, handing off to the next student in line to do the next slide. They effectively give the revision lecture! Take a kitchen pinger, so it's like a game show: they have to talk until the pinger goes off. It can be both hilarious and genuinely useful: if the designated speaker gets stuck, the class has to call out anything they remember, and you find out if there's an area they all go blank on! Don't make it the final lecture, because they'll find out and bottle out. (Plus remember the obvious: never ever close your office door with a student in the room with you. Remember you are not a counsellor [even if you are, professionally!]. Refer students in distress to appropriate services. Do not get involved. Puncture any expectation that you're a 'mother' who 'cares'.)

Thanks busy it's some of the support / non-teaching aspects I'm not clear on the protocol of so hoping to get guidance on that when I start. How to deal with certain situations that may arise but hopefully it's a case of signposting.

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Original poster

WickedElpheba · 26/08/2025 09:36

HighLadyofTheNightCourt · 26/08/2025 09:10

I moved into lecturing from professional practice to teach a PGT course. My thoughts/tips are:

Student expectations are sky high yet we’re working with minimal resources. Set boundaries for yourself otherwise you’ll find yourself working and replying to emails around the clock and that’s not healthy.

If you’re worried about marking/assessment ask
a colleague for advice. At my university it was something we were just expected to know so seeing how my colleagues did it was invaluable.

AI is a big issue in HE so find out how your university is tackling this and how you are expected to deal with suspected use of AI in assignments.

Think of ways in which you can AI proof your assessments! And how you can use AI in your role to make life easier!

Get to know your course admin team - they’re invaluable ! They should be able to provide you with key dates for exam boards, moderation etc. I like to have them all in my diary at the start of the academic year!

My PG course had a lot of mature students so a close relationship with the academic skills team was vital as many were returning to studies after many years.

I found my first year really stressful as I felt I was preparing lecture content just one week ahead of delivering it but it meant the year after it was just tweaks!!

HE is a tough place to work at the moment but there are still some real positives. I still love the flexibility I get and for the most part the students are wonderful. Good luck

Thanks that's all really good advice and I am looking forward to it!

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Cinaferna · 26/08/2025 09:55

When I started, I told too much. I wanted to prove I knew what I was talking about. Now I ask a lot more and get them into discussion groups to work things out. The art is to ensure they don't ramble on and off subject and lose focus, so keep those discussions very directed and short.

At the start, I do a lot of de-stressing them, encouraging them to speak up if I ever use a word or phrase they don't understand, and pointing out that I expect them to get things wrong - that is an essential part of the learning process. If they knew it all already, I'd be out of a job. I also chat to them about the benefits of avoiding AI assistance and the pitfalls of relying on it, and how much more gorgeous their individual brains are, when put to work, than any soup of existing knowledge spewed up by AI. It puts them in an attitude of mind to learn. We discuss the difference between facts and opinions, and I explain that I have strong opinions based on years of thinking extremely carefully about my subject but it doesn't mean I am right and part of the educational process is a dialogue where they might want to challenge my view or interpretation of the facts, and argue the case.

I had students last year who were super bright. One changed how I teach a subject that is a little tricky as he had researched a different approach and it was better than mine. He got a First. Another one I asked to lead a session because he had knowledge from a very different field but which fed into ours so well. It's important IMO to show this isn't an ego/status game. The subject is the star of the show, and whoever can contribute to furthering our knowledge and understanding of it gets the floor.

HighLadyofTheNightCourt · 26/08/2025 10:27

Cinaferna · 26/08/2025 09:55

When I started, I told too much. I wanted to prove I knew what I was talking about. Now I ask a lot more and get them into discussion groups to work things out. The art is to ensure they don't ramble on and off subject and lose focus, so keep those discussions very directed and short.

At the start, I do a lot of de-stressing them, encouraging them to speak up if I ever use a word or phrase they don't understand, and pointing out that I expect them to get things wrong - that is an essential part of the learning process. If they knew it all already, I'd be out of a job. I also chat to them about the benefits of avoiding AI assistance and the pitfalls of relying on it, and how much more gorgeous their individual brains are, when put to work, than any soup of existing knowledge spewed up by AI. It puts them in an attitude of mind to learn. We discuss the difference between facts and opinions, and I explain that I have strong opinions based on years of thinking extremely carefully about my subject but it doesn't mean I am right and part of the educational process is a dialogue where they might want to challenge my view or interpretation of the facts, and argue the case.

I had students last year who were super bright. One changed how I teach a subject that is a little tricky as he had researched a different approach and it was better than mine. He got a First. Another one I asked to lead a session because he had knowledge from a very different field but which fed into ours so well. It's important IMO to show this isn't an ego/status game. The subject is the star of the show, and whoever can contribute to furthering our knowledge and understanding of it gets the floor.

Some brilliant advice here.
I had terrible imposter syndrome when I first started as I felt I wasn’t a typical academic and definitely tried to do it all to prove I was good enough. 8 years later and I’m a head of department, turns out my professional background is what makes me good at my job not my PhD!

OchonAgusOchonOh · 26/08/2025 10:39

Acinonyx2 · 26/08/2025 08:44

@busybusybusy2015 I love the karaoke idea - will definitely try something like that. True - some students will have an SSD opt out though. I teach UG and PG - would work well for both. For my PG students - I've done a Dragon's Den style session for pitching projects.

@Dearover Joker idea - might pinch that too.

One of the issues we have is that lectures are recorded - but that limits interactivity as students can't be recorded. So sessions tend to be old style lectures or interactive seminars - but middle ground is tricky. Seminars work best if flipped so that they do prereading - but of course only a few actually do that.

I do want to switch things up a bit this year but would prefer to avoid digital solutions. I'll keep my class padlets going though.

I've refused to record my lectures because students don't turn up if they can get a recording. The first year we were back after covid I recorded and made them available only to those who had missed the class with an excuse. The following year we were advised to record and when my HoD queried me on it and told me we were required to record, I asked him for the email/policy as I thought it was just recommended. That was the last I heard of it. Interestingly, my attendance was way higher than my colleagues' and students were much more willing to interact in class.

Gen AI is so huge problem. You really need to design assessment so it can't be used. What subject are you teaching OP? I tend to get students to submit a video learning journal that shows them doing what they are required to do in the assignment. Harder to fake without a lot of effort and they might as well just do it then.

busybusybusy2015 · 26/08/2025 20:57

WickedElpheba · 26/08/2025 09:33

Thanks busy it's some of the support / non-teaching aspects I'm not clear on the protocol of so hoping to get guidance on that when I start. How to deal with certain situations that may arise but hopefully it's a case of signposting.

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I would spend time now getting your head around what your institution demands/recommends around feedback from students (I.e. how they assess you) as it can be pretty disconcerting.(e.g. "continuous module dialogue" at one huge London uni wants the lecturer to poll the students three times per module and respond in real time! All very well intentioned but potentially absolutely paralysing. Especially when their website effectively advises "don't read answers to any open-ended questions as it might be abusive". Ffs, who thought it was remotely a good idea to enable students to say anonymous vile things to their [female] lecturers three times a term, while in a lecture theatre with them?). Anyway, find out earlier rather than later how the assessment of teaching by students is handled!

Original poster

WickedElpheba · 26/08/2025 21:48

OchonAgusOchonOh · 26/08/2025 10:39

I've refused to record my lectures because students don't turn up if they can get a recording. The first year we were back after covid I recorded and made them available only to those who had missed the class with an excuse. The following year we were advised to record and when my HoD queried me on it and told me we were required to record, I asked him for the email/policy as I thought it was just recommended. That was the last I heard of it. Interestingly, my attendance was way higher than my colleagues' and students were much more willing to interact in class.

Gen AI is so huge problem. You really need to design assessment so it can't be used. What subject are you teaching OP? I tend to get students to submit a video learning journal that shows them doing what they are required to do in the assignment. Harder to fake without a lot of effort and they might as well just do it then.

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I like your thinking

legal practice

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Original poster

WickedElpheba · 26/08/2025 21:49

busybusybusy2015 · 26/08/2025 20:57

I would spend time now getting your head around what your institution demands/recommends around feedback from students (I.e. how they assess you) as it can be pretty disconcerting.(e.g. "continuous module dialogue" at one huge London uni wants the lecturer to poll the students three times per module and respond in real time! All very well intentioned but potentially absolutely paralysing. Especially when their website effectively advises "don't read answers to any open-ended questions as it might be abusive". Ffs, who thought it was remotely a good idea to enable students to say anonymous vile things to their [female] lecturers three times a term, while in a lecture theatre with them?). Anyway, find out earlier rather than later how the assessment of teaching by students is handled!

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Thanks for raising this

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