Guidelines from Science Teaching Fellows

Last updated: April 24, 2026

Best practices in course design and implementation continue to evolve. This section provides aspects to consider and where to get key information on teaching and learning at the University of Waterloo.

As you consider your course design, your experiences with remote instruction can still be used to maximize student learning and make effective use of in-class time. The Blended Learning Initiative encourages and supports you to make intentional choices about what to keep online and to embrace more active and evidence-based activities in-class. Talk to your Teaching Fellow or look at the CTE web page on Blended Learning.

Key Teaching Resources to Track

Supporting Student Mental Health

Instructors can support students’ mental health through specific course design strategies. These include:

  • Creating course materials that are welcoming and encouraging.
  • Acknowledging students’ mental health needs and providing resources up front (e.g., link to Counselling Services and UW Mates).
  • Providing clear expectations regarding attendance, participation, assessment, etc., and articulating the expectations clearly in the course syllabus.
  • Supporting academic self-awareness (e.g., low-stakes assessments, diagnostic quizzes, formative feedback).
  • Incorporating flexibility, where feasible (e.g., option to drop an assignment, choose a topic).
  • Providing accessible teaching materials, where feasible (e.g., videos with captions, recording of in-person lessons).

There are also a variety of teaching strategies that have been shown to have a positive impact on students’ mental health:

  • Avoid phrases such as “you should know this”, “this is easy”, etc.
  • Promote an environment where mistakes are welcome and seen as part of learning and growth.
  • Provide feedback that has a balance between positive and critical elements.
  • Encourage community-building among students (e.g., icebreakers, small group work).
  • Create a positive and respectful learning environment:
    • Talk to students before and after class and ask them how they’re doing.
    • Share personal tidbits, such as pictures of pets.
    • Let students know how and when they can contact you and what turnaround time they can expect.
    • Use student names, where possible.
    • Use inclusive language (CTE Inclusive Instructional Practices).
    • Respect student privacy (e.g., regarding illness, need for accommodation).
    • Assure students that they are capable of success and that you are there to support them in achieving that.

The Student Success Office (SSO) has produced a series of student resources in the form of 5-minute academic skills presentations, including:

  • Coping with stress at University
  • Preparing for an open-book test
  • Preparing for in-person final exams

Additional Resources:

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