Finding My Rhythm: How a Pacing Guide Helps Me Teach with Purpose

Planning for the 2025–2026 Academic Year 

Heading into my second year teaching in the dental hygiene program, I’ve been thinking a lot about what helped me stay grounded during that first year. One thing that made a real difference was the pacing guide I used for my courses. I inherited it from the previous professor, and it gave me a clear sense of direction. It helped me keep things organized while I found my footing and got to know the flow of the academic calendar and clinic schedule.

This year, I am being more intentional. I’ve taken that original pacing guide and made adjustments that reflect my teaching style and priorities. I’ve built in more opportunities for clinical connection and collaboration across courses. My pacing guide for Pharmacology in the fall and Clinic IV Seminar in the spring follows our school's academic calendar and includes key program events like Vendor Day, Mock Boards, and Stop Day. I want students to see how everything connects, and I want to feel confident in how I guide them through that process.

Why I Use a Pacing Guide

I used to think pacing guides were just for staying on schedule. Now I see them as a tool for staying intentional and aligned. The guide helps me:

• Keep content connected to real patient care and board prep

• Align with our school's dental hygiene core competencies, CODA standards and the Kansas Dental Practice Act. 

• Make space for flexibility while staying focused

• Create consistency between classroom topics and clinical skill development

It also gives students a clear view of where we are going. They know what to expect each week and how it fits into their larger goals, including licensure and entering the profession with confidence.

What Fall Looks Like in Pharmacology

Students walk into this course with a foundation in anatomy, physiology, and pathophysiology. My goal is to build on that foundation and help them apply pharmacology concepts in the context of patient care. We start with drug actions and prescription writing, then move into pain control, antimicrobial agents, and systemic medications.

I have included case studies, interactive reviews, worksheets, and a few self-paced modules to keep things varied. It is not just about memorizing drug names and side effects. I want them to think like providers and feel ready to make safe clinical decisions.

What Spring Brings in my Clinic IV Seminar

This course is where everything starts to come together. Students have already completed several clinical semesters, and now they are preparing for boards, graduation, and their professional roles. I’ve shaped this course to help them think critically about ethics, community health, and professional responsibilities.

There are independent review modules, discussions on informed consent and jurisprudence, resume building, guest speakers, and service learning projects. I’ve included space for reflection because it is important for students to think about what kind of hygienist they want to become. I have also worked in collaborative pieces that connect this course with their clinical experience, so nothing feels like a separate box to check.

What I Learned Last Year and What I’m Doing Differently

Last year I leaned heavily on the guide I was given, and I am grateful for that. It gave me confidence and clarity. This year I am making more intentional connections between content and clinic. I am taking time to check in with students and connect with colleagues to ensure we are working together as a team.

The pacing guide helps me do all of that. It is not just a calendar. It is a tool that keeps me focused on how I want to teach and what kind of learning experience I want to create. If you are a new educator, my advice would be to use what you are given and then grow into it. Make small changes that reflect who you are and how you want to show up for your students. That is what I am learning to do, and it feels like the right kind of progress.

Here’s to a smooth, purposeful academic year ahead!