»First Class Preparation

Allow students some time to get to know you and their peers as you introduce course expectations and review outcomes. Consider addressing the following questions during the first class session:

• Why is this course interesting and/or important?
• Why are you excited to be teaching it?
• What will students know and be able to do at the end of the course?
• What experience do you have with the content?
• Why do they need to learn this content?

Tie course outcomes into the overall program, but don't overwhelm them; tie activities throughout the first class to the learning materials and/or topics for the week.

Student Introductions

Students can use cards for them to share something about themselves – what are their concerns and expectations about the course? Why did they enroll in the program? Poll questions can also be used to establish similarities among students – favorite food, movie genre, etc. The goal of these activities is to humanize the instructor and the classroom and encourage students to feel comfortable.

It is also important to balance discussion of policy, procedure, and expectations with introductions, activities, and coverage of content. You don't have to start with expectations and rules – get them engaged with each other and the content first; for example, you can have them work in pairs or small teams to answer some questions about the content covered in slides throughout the lecture to get them thinking and talking about the material before you get into the syllabus and expectations.

First-Day Action Plan

Create a plan for first day of class but be willing to be flexible as needed. Instructors should try to get to class early and welcome students as they come in. Remember that students will often be nervous, and you can help them feel comfortable and encourage excitement about the course and program.

Remember: Students should have a first-day learning experience that introduces them to the course and allows them to begin completing content-related work specific to your course. Administrative activities can often be completed towards the end of the class, so they can get into the content right away, which helps them get excited about the course and program. Content-related tasks can also be used as "icebreakers" to link introduction activities to course content, and to start challenging students with relevant topics and get them thinking critically from day one.

Creating an environment in which students feel comfortable with their instructor and peers is essential to their success in their first course and persistence in the program. The first day of class is a critical time to develop this rapport with students and to establish a classroom environment in which students feel supported, safe, engaged, and enthusiastic about their learning.

First-Day Strategies for Building Rapport:

• Be the first one in the classroom, and greet and welcome students as they come in.
• Learn the names of your students and address students by name in class.
• Provide opportunities for students to get to know each other. Creating an informal discussion area in a Canvas course is a good way to extend this opportunity outside of the physical classroom.
• Include opportunities for students to participate and encourage them to feel comfortable doing so.
• Be personable: Share your own professional experiences and any personal information you are comfortable sharing to allow students to get to know you as a person.
• Be prepared for class but also flexible as needed to ensure students get their questions/concerns addressed by the end of the class session.
• Generate excitement about the course, term, and program through discussion about course content, outcomes, and students' reasons for enrolling in the program.
• Provide plenty of opportunity for students to ask questions and be responsive to them; establish a practice of positive communication and responsiveness so students feel comfortable approaching you.

Getting to Know Your Students

It's also important for you to get to know your students. Remember that all students have their own unique backgrounds, experiences, fears, and perceptions about this journey they are embarking on. Collecting some information on the first day of class can help instructors understand their students' interests, challenges, motivations, fears, and goals.

Index Card Activity

One strategy for collecting this information is to provide students with an index card and asking them to write down some information such as: their name, what their short- and long-term goals are, what they are most excited and nervous about in the program, what they feel will be most challenging to their success, and something fun, such as their favorite movie, song, or place.

This is also a good opportunity to collect contact information such as phone number and email address, so that information is easily accessible to you should you need it. Make a list of items you'd like them to write down on the card and allow for about five minutes at some point during the first class session for them to complete this activity.

Index Card Sample Questions:

• Your name
• Your phone number/email address
• What are some of your short- and long-term professional goals?
• What are you most excited about as you begin this program?
• What are you most nervous about?
• What do you feel will be most challenging to your success?
• What are some things that will keep you motivated throughout the program?
• What is your favorite song, movie, book, or place?

Polling Tool

Another strategy is to use the Poll Everywhere tool to allow students to get to know each other without the pressure of sharing information in front of everyone else. You can ask questions such as who is currently working, who has experience in the field, who has kids, and so on. Polls can also be used to ask questions about challenges or concerns, and motivations for wanting to pursue a degree in a particular field, or to quickly "quiz" students on course content throughout the class session.

Using the strategies noted above will help students to feel comfortable and engaged in your class right from the start, and creates an environment of trust, support, and camaraderie.

When reviewing the course syllabus, it is important to not only review the course breakdown and expectations, but to provide clear, student-centered guidelines for achieving success. The syllabus and expectations are not simply a list of "dos" and "don'ts"; they provide guidance and support for student learning throughout the course. The syllabus is a road map for the course, and a blueprint for student success.

Syllabus Review

When reviewing the course syllabus with students, it will be most important to review key elements such as course objectives, the class meeting and assignment schedule, and any other crucial policies and procedures students need to know on day one. Explain why the information is important and how it will help them be successful in the course.

After reviewing the syllabus, consider conducting a poll or scavenger hunt to engage students and ensure their understanding of key points. On the second day of class, or the first day of the second week of class, you may want to briefly revisit the syllabus and policies to reinforce expectations and guidelines as well as resources for student success.

Remember that first-term students are brand-new; they may have never seen a syllabus before, and it may be overwhelming to them. Focus on explaining how to use the syllabus for success and be open to questions.

Setting Expectations

While it is important to set expectations and hold students to them, we want to ensure that these expectations are presented within the framework of student support and success. Students who feel comfortable and supported, even when presented with high expectations, are more likely to persist and be successful in the program.

Expectations and requirements to review:

The following are items that may be included as you review course expectations with your students. Keep in mind that this is all new to them and may be a little scary or overwhelming. Be firm but kind in discussing expectations.

• Course overview and outcomes
• Department/program requirements and expectations
• Presentation of course materials (in-class structure and location of any out of class materials)
• Expectations for class time
• Instructor responsibilities: What they can expect from you, e.g., feedback on assignments, classroom environment, office hours, tutoring, etc., and communication expectations (how and when to contact you and when you'll respond)
• Student responsibilities (attendance, homework, class participation, etc.)
• How assignments will be graded
• Other university resources (library, tutoring, etc.)

Additionally, this is a good time to share information about your office hours in terms of how they can take advantage of that time to support their own success. Share clear communication strategies for students and demonstrate your willingness to answer questions and address concerns in and out of class.

Learning outcomes identify the knowledge and/or skills that students will be able to demonstrate by the end of a course or program. Each course has a set of outcomes, and each program has outcomes as well. It is important for students to know what the course outcomes are, and to understand that they will be achieved through the learning activities in the course. It may also be helpful for students to see how course learning outcomes tie into the overall program learning outcomes as they progress through each term.

Outcomes can be reviewed during the syllabus review; however, it is important to make sure students understand these learning outcomes and why they are important. It can be helpful to make connections between what they are learning each week to specific course outcomes. Outline the weekly objectives at the start of each week and how they tie into the course outcomes.

As you begin to cover the course material for the first class session, relate core concepts to specific course outcomes so students can begin to make those connections. At the end of each class, identify which weekly objectives they completed and which course outcomes they worked towards achieving during that class session. This can help students feel they are making progress in their learning and can help you and your students identify any gaps in learning. Using your Canvas course to provide this information could also be helpful. In each week's module, you can identify connections between activities and learning objectives and outcomes throughout the term.

Specific learning activities should also provide support for the achievement of course outcomes. Identifying how certain activities (learning objectives) support outcomes reinforces student learning. It may also be helpful to identify how the assessments (e.g., quizzes) students are completing are helping them achieve learning outcomes, so they understand the connection between what they are doing and what knowledge and skills they need to gain by the end of the course.

It's natural for students to have questions, especially new students in their first class of their first term in a program. They are bound to have questions about a range of topics, from course content to expectations, and it is the instructor's responsibility to respond to those questions in a friendly and timely manner. It is important to remember that new students will often be eager to ask questions that they feel will be relevant and essential to their success in the class and program.

Addressing Student Questions and Concerns

It's essential that students feel comfortable asking questions, and that all questions or concerns are addressed by the instructor. It may be tempting to simply point students to where they can find the answers on their own; however, we need to be more sensitive to the fears and insecurities of new students and provide the guidance and support they need. Once the questions have been responded to satisfactorily, instructors can provide reinforcement of these answers by showing students where they can find this information should they need it again.

Our students, especially new ones, are already overwhelmed; do not add to their stress by refusing to answer questions or address concerns or by forcing them to find answers or solutions on their own. If students have questions or concerns outside of the realm of your knowledge or responsibilities, there are many other resources that students can be directed to. If you cannot answer a question, help the student find the person or resource that can assist.

Addressing Questions During Class

Because questions often arise throughout the class session, it may be necessary to establish set opportunities for students to ask questions at certain points during the class, or to stop at intervals to check for questions as you go through the material. Letting students know that there will be time for questions during class may help alleviate anxiety they have about getting those questions answered.

Q&A Time Examples:

• First 5-10 minutes of class
• Before or after a break
• Between each lecture content section or class activity
• Last 10-15 minutes of class

Allowing students to ask questions throughout the learning period, such as during a lecture or class activity, is important. While we don't want the lecture or activity to be entirely derailed by questions, we also don't want to discourage students from asking questions when they arise. However, if students know there will be time later in the class period to ask their questions, they may feel more comfortable waiting to do so. Encourage them to write questions down if they are not urgent, and stick to any established question-and-answer opportunities as part of each class session.

Addressing questions in class can help other students with the same questions get the answers they need as well, which helps prevent multiple students coming to you privately with the same questions. Any questions of a more personal nature, such as about their grades, should be asked and addressed in a private forum with the instructor. Guide students to your office hours or using email to ask any questions of a private nature.

Once the first day of class has concluded, take a moment to reflect on how things went. Did you accomplish the goals you set for the first day? Were the students engaged? Do you feel you established a positive rapport and supportive classroom environment? If not, how might you work to accomplish these goals during the next class session? Regularly reflecting on your teaching practices can help identify any areas that might need to be addressed for growth, change, or improvement.

First Week Tasks

As you continue with the first week of the term, consider the following strategies to ensure those positive and supportive practices you established on day one continue to be implemented and developed.

• Provide continued interaction and positive feedback with students.
• Provide gentle reminders about behavior and expectations: Follow through on expectations but remember that this may all be new to these students and they may forget things during the first week – be supportive, patient, and kind in helping them get used to everything.
• Be prepared for each class session – this is essential, especially during the first week, to demonstrate your competence and credibility to students.
• Use activities that require hands-on learning and/or group work to allow for interaction and development of peer support.
• Check 'temperature' of the class – how's it going so far? Use quick polls or index cards to gather feedback from students frequently throughout the term.
• Be available and willing to answer questions, alleviate concerns, and direct students to other support systems as needed.

Soliciting Feedback from Students

At the end of the first class period, give students two minutes to write their reactions to the first day. These should be anonymous, so you get an accurate sense of the students' views. This can provide feedback on doubts or questions that students were afraid to raise. It can also begin to build a learning climate in which they have responsibility for thinking about learning in the class. Do this exercise as often as you feel is useful and effective throughout the term.

Polling tools can also be used during class for quick "temperature checks" throughout the term. Ask simple questions to gauge students' learning or satisfaction. Keep the poll private and save the responses to review later on your own. This allows them to submit concerns or admit to learning gaps in a more private manner than doing so in front of their peers. These kinds of regular check-ins allow students the opportunity to provide feedback and to feel heard throughout the term, especially when that feedback leads to positive changes in the classroom.

These mini evaluations can help instructors identify more effective teaching strategies, or to adjust their teaching style to help ensure effective learning is taking place. Checking in with your students throughout the term can help address concerns and prevent frustration among students. They can also lead to increased levels of overall student satisfaction.

Final Notes

The strategies and concepts discussed above can be applied for the first day of class; however, this does not mean the ideas presented here are not relevant past the first day. The larger goal of the information presented is to ensure that all students feel supported, comfortable, and confident in the instruction and guidance they receive throughout the term, and that they are successful in completing the course. These strategies can be applied to any class in which instructors are working with a group of students for the first time.