We asked past participants of the Bath Course what one piece of advice to they would give to themselves as a new lecturer/teaching fellow. Here are a selection of responses grouped under some common themes of Confidence, Students, Teaching, Developing,...

Dr John Chew from the Department of Chemical Engineering at the University of Bath discusses how his teaching has developed and what has helped.

Dr John Chew from the Department of Chemical Engineering at the University of Bath describes how he introduces students to verbal and written feedback on his course and provides to option to receive feedback on some work.

Dr John Chew from the Department of Chemical Engineering at the University of Bath discusses how he encourages participation gradually in the early lectures of a course.

Dr John Chew from the Department of Chemical Engineering at the University of Bath discusses how he links to his research and that of the department to help motivate the students to think about applications.

Dr John Chew from the Department of Chemical Engineering at the University of Bath discusses his preparation for the first lecture of a course and the importance of revision to making good first impressions.

Prof James Davenport of the Department of Computer Science at the University of Bath discusses using frequent low-stakes pass/fail assessment in the build up to coursework to prepare students.

Prof James Davenport of the Department of Computer Science at the University of Bath describes how he teaches programming as a skill via a version of the apprentice model, scaled up to 300 students.

Dr David Moon of the Department of Politics, Languages and International Studies at the University of Bath discusses the Rhetoric Conference which students attended alongside academics, including the key presence of a professional political speech-writer.

Dr David Moon of the Department of Politics, Languages and International Studies at the University of Bath describes how he asks his students to write their assignment as a speech rather than an essay, whilst analysing their own rhetorical techniques and processes.