References and Resources
What a Difference a Day Makes: The First Day of Class ( This site may be offline. ) is an article from three faculty members at the College of William and Mary. They advocate engaging students in active learning right from the start, based on results of a survey of 86 faculty members.
Great Beginnings (more info) from the Stanford Center for Teaching and Learning that includes collection of ideas to do early on in your class on the following topics: first impressions, course logistics, building community, challenging students, encouraging active learning, remember the golden rules of teaching.
Getting Started (more info) by Richard Felder and Rebecca Brent suggest that after opening formalities, do something that helps you learn the students' names and something that motivates their interest in the course. Ideas for the latter (don't try to do all of these on the first day) include:
- Show a graphic organizer (concept map, flow chart) for the course, perhaps linking the topics to topics from the prerequisite courses and/or to the instructional objectives.
- Have students anonymously write and hand in a list of things they know about the course content and questions they have about it.
- Share advice from previous students collected at the end of the last course offering.
- Have students write goals for themselves.
- Present some problems - preferably with real-world connections - that the students should be able to solve by the end of the course.
- help students make the transition from high school or summer or holiday activities to learning in college
- direct students' attention to the immediate situation for learning - the hour in the classroom
- spark intellectual curiosity and challenge students
- support beginners and novices in the process of learning in the discipline
- encourage students' active involvement in learning
- build a sense of community in the classroom