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Why the First Day Matters

Building Community, Setting the Stage for Success, and Sparking Curiosity for Students in the Course

"The first day of class is like the opening chapter of a book. Set the tone, introduce the characters, and ignite the reader's curiosity, and you'll captivate them from the very beginning."

- Unknown

This quote perfectly captures the significance of the first day of class, not just for students, but for faculty as well. As James Lang emphasizes in his article “How to Teach a Good First Day of Class,” it’s an opportunity to build a strong sense of community, set clear expectations, and spark students’ curiosity for the journey ahead.

Recent research underscores this importance. Studies by Meaders et al. (Meaders et al., 2021) and Hermann et al. (Hermann et al., 2010) emphasize how effectively utilizing the first day positively impacts student retention, participation, and academic achievement. This translates to faculty satisfaction and success as well, with a well-planned first day leading to smoother course management and fostering a more enjoyable teaching experience.

This webpage serves as your companion, providing a guide to maximizing this crucial moment. It offers evidence-based practices, practical tips, and innovative ideas to help you craft a first day that:

Preparation for first day. Before the semester begins, get acquainted with your students, the classroom space, and any available technology. Understanding your audience and having everything ready allows you to confidently implement engaging activities and create a positive learning environment from the very first moment.

Foster Community

The first day offers a crucial opportunity to set the tone for an inclusive and supportive environment where every student feels welcome, valued, and empowered to participate. This is especially important as students come to your classroom with a variety of backgrounds, experiences, and needs. Some may be experiencing “first-day jitters,” while others may grapple with “imposter syndrome” or anxieties about speaking up in class. Neurodiverse learners may have sensory sensitivities or learning differences that require specific accommodations. By acknowledging these diverse needs and following these tips, you can foster a strong sense of community from the very beginning:

• Set clear expectations for respectful behavior and inclusivity. Emphasize that diverse perspectives and contributions are valued.
• Offer multiple avenues for participation. Include activities that cater to different learning styles and comfort levels (individual written reflection, small group discussions, online forums).
• Normalize asking for help and accommodations. Provide clear mechanisms for students to communicate their needs.

• Welcome Assignment

  Consider creating a low-stakes assessment that asks students to introduce themselves to you in some manner. ��The assignment could allow for written, video, or voice files as responses to prompts that will help you know your students.

  Possible prompts could include:

  • How would you like me to pronounce your name?
  • What is something you would like me to know about you at this point in the course?
  • What is something you are interested in or concerned about regarding the course?
  • What is something I can do to support your success in this course?
• Introduce Yourself

  An effective introduction helps you establish a welcoming tone and a professional yet approachable presence. Consider how your enthusiasm for the course and discipline can positively impact students’ attitudes as well.

  In your introduction, consider sharing the following:

  • What do you love about teaching the course? How long have you been teaching? What is your favorite thing about teaching?
  • Why did you choose to study and work in your discipline? What do you love about the discipline? How you see the discipline affecting the world and vice versa?
  • What is your research agenda and how does it relate to the course? (if applicable)
  • Personal details that you feel comfortable sharing, such as place of birth, family details, hobbies and interests, future plans.
  • If you’re asking students to engage in an icebreaker or diagnostic activity, consider providing your own response to the activity or prompt.
• Create a Course Welcome Video

  Especially if you’re working with your students asynchronously, consider building some of these elements into a pre-recorded course introduction video. is one tool you can use for recording and sharing that video. ��For more technical video resources, check out our .

  In addition to the course introduction elements above, you might also:

  • Explain how your course will be delivered and how students should navigate your course each week.
  • Point out important areas of the Canvas course and explain their function in the context of your class (e.g., if you plan to regularly provide students with feedback via Submission folders, show them the ways they can access that feedback)
  • Emphasize how students can connect with you synchronously, via office hours and any other opportunities for one-on-one meetings or collaboration (e.g., optional group study sessions, individual conferences)��

For more information on fostering community in the classroom, please reference the following resources:

Set Clear Expectations

Address students’ natural anxiety about the unknown by providing a transparent overview of the course structure, materials, assessments, policies, and key dates. This reduces confusion, encourages informed decision-making, and ensures everyone is on the same page from the start.

Transparency and clarity are essential ingredients for a successful learning experience. Setting appropriate and well-defined expectations, both academic and relational, empowers students to take ownership of their learning journey and fosters a positive classroom environment. However, simply reading through the syllabus on the first day may not be the most engaging way to achieve this.

Instead, consider these interactive strategies to ensure students understand, internalize, and even contribute to the expectations for your class:

• Creating a Helpful Syllabus Video for Students

  A well-crafted syllabus video can be a powerful tool to engage students, clarify expectations, and set the tone for a successful semester. Here’s a guide to help you create a helpful and informative video:

  Planning and Preparation:

  1. Identify your goals: What key information do you want students to gain from the video?
  2. Structure your content: Organize the video into clear sections, covering essential aspects like course overview, learning objectives, expectations, assessments, and resources.
  3. Keep it concise and engaging: Aim for a video length between 5-10 minutes. Use visuals, humor, or storytelling to keep students engaged.
  4. Scriptwriting: Prepare a clear and concise script that highlights key points and avoids excessive reading from the syllabus.
  5. Technology and recording: Choose an appropriate recording platform (webcam, screen recording software) and ensure good audio and video quality.

  Production Tips:

  • Introduce yourself: Briefly introduce yourself, your background, and teaching philosophy.
  • Use visuals: Incorporate slides, images, infographics, or screen recordings to enhance the information.
  • Vary your delivery: Use a conversational tone, change your pace and volume, and avoid monotone delivery.
  • Add captions and transcripts: Make your video accessible for all students by including captions and transcripts.
  • Proofread and edit: Ensure your video is free of errors and flows smoothly.

  Delivery and Sharing:

  • Post the video on a platform accessible to students: Upload the video to your learning management system, YouTube (with appropriate privacy settings), or your university’s media platform.
  • Embed the video in your syllabus: Provide easy access to the video within your syllabus document.
  • Encourage engagement: Consider including a call to action at the end of the video, encouraging students to reach out with any questions.

  Additional Tips:

  • Showcase your enthusiasm: Your passion for the subject matter will come through and engage students.
  • Be authentic and approachable: Let your personality shine through and show students you’re there to support their learning.
  • Address student concerns: Briefly touch on common student anxieties or questions related to the course.
  • Highlight resources: Mention additional resources available to students, such as office hours, tutoring services, or online support platforms.
• Use Syllabus Quiz

  While the syllabus is a crucial document, simply handing it out and expecting students to absorb all the information might not be the most effective approach. A graded, low-stakes syllabus quiz can serve several valuable purposes, while still incentivizing students to engage with the material:

  • Enhances engagement: It transforms passive reading into an active learning experience, encouraging students to pay closer attention to key details in the syllabus.
  • Promotes understanding: By answering questions, students solidify their grasp of important course information like deadlines, policies, and expectations.
  • Identifies early confusion: The quiz can reveal areas where students might have misunderstandings or require further clarification. This allows you to address these concerns early on, preventing confusion and frustration later in the semester.
  • Fosters communication: Discussing quiz results as a class provides an opportunity to clarify any lingering doubts and emphasize important points from the syllabus.
  • Sets expectations for accountability: The quiz subtly communicates that course expectations are important and that students are expected to be familiar with the syllabus content.

  Grading Approach:

  Instead of a high-stakes assessment, consider implementing a graded quiz with a low weightage in the overall course grade. This incentivizes students to take the quiz seriously while maintaining a focus on learning rather than solely achieving a high score.

  Mastery Learning Approach:

  To further emphasize understanding over simply getting a passing grade, you can adopt a mastery learning approach. This allows students to retake the quiz until they achieve a perfect score (100%). This approach:

  • Empowers students: It gives them control over their learning and encourages them to seek clarification until they fully grasp the material.
  • Reduces anxiety: By removing the pressure of a single attempt, students can focus on learning without the fear of failure.
  • Promotes self-directed learning: Students are encouraged to take ownership of their learning and identify areas where they need to improve.

  Implementation:

  • Administer the quiz early: Conduct the quiz within the first week of the semester, while the information is still fresh in students’ minds.
  • Clearly communicate the grading approach: Explain that the quiz is graded but contributes a minimal percentage to the final grade. Emphasize the opportunity for multiple attempts and the focus on mastery.
  • Review and discuss: Dedicate some class time to reviewing the quiz results and addressing any common misconceptions or areas of confusion.
  • Offer support: Remind students of available resources and encourage them to reach out with any questions or concerns they might have.

  Additional Tips:

  • Emphasize the purpose: Explain to students the benefits of taking the quiz and how it can help them succeed in the course.
  • Offer anonymity: Allow students to take the quiz anonymously to encourage honest participation without fear of penalty.
  • Use online platforms: Consider using online quizzing platforms like Canvas or Google Forms for easy administration and anonymous grading.

  By incorporating these suggestions, you can create a graded, low-stakes syllabus quiz that effectively promotes student engagement, understanding, and accountability, while fostering a positive learning environment that emphasizes mastery and growth.

  • Utilize interactive activities: Engage students in activities like “jigsaw reading” or “gallery walks” to explore key aspects of the syllabus, promoting active learning and deeper understanding.
• Jigsaw Reading Activity

  Preparation:

  1. Divide the syllabus into sections: Break down the “Expectations” section into smaller, manageable chunks (e.g., attendance policy, academic integrity, participation guidelines, communication protocols).
  2. Prepare copies: Make multiple copies of the syllabus, ensuring each copy has a single section highlighted or labeled.
  3. Form expert groups: Divide the class into groups with the same number of students as there are sections in the syllabus. Each group will become “experts” on their assigned section.

  Activity:

  1. Distribute materials: Give each student a copy of the syllabus with a different section highlighted.
  2. Expert reading: Within their groups, students read and discuss their assigned section, ensuring they understand its key points and implications. Encourage them to take notes and identify any questions they might have.
  3. Jigsaw formation: Instruct students to reform groups, ensuring each new group has one member from each “expert” group.
  4. Sharing expertise: Each student takes turns explaining their assigned section to their new group, acting as the “expert” on that topic. Encourage them to answer questions and clarify any confusion.
  5. Class discussion: After all sections have been shared, facilitate a class discussion to address any lingering questions or concerns. You can also use this opportunity to clarify specific points or emphasize the importance of adhering to these expectations.

  Benefits:

  • Active learning: Jigsaw reading promotes active engagement with the syllabus content, encouraging students to not just read but also analyze, discuss, and internalize the information.
  • Collaboration: Working in different groups fosters communication and teamwork skills.
  • Deeper understanding: By explaining the material to others, students solidify their own understanding of the expectations.
  • Shared ownership: The collaborative nature of the activity can help students feel more invested in upholding the established expectations.
  • Co-create a class contract: Work with students to establish ground rules for respectful behavior, collaboration, and communication within the classroom. This fosters a sense of shared responsibility and ownership over the learning environment.
  • Incorporate role-playing scenarios: Simulate real-life situations related to academic integrity, participation, or communication challenges. This allows students to practice applying expectations and develop problem-solving skills.

  By employing these strategies, you can move beyond simply presenting expectations and actively engage students in the process. This collaborative approach fosters a sense of ownership, promotes clarity, and sets the stage for a semester of mutual respect, academic success, and a positive learning community.��

• Student Co-Created Course Norms and Outcomes

  Reasons for Co-Creation:

  Traditionally, course norms and outcomes are established by instructors, often presented as a set of expectations and objectives. However, a shift towards student co-creation offers several compelling advantages:

  • Increased ownership: When students actively participate in shaping the learning environment, they feel a greater sense of ownership and responsibility for upholding the established norms and achieving the identified outcomes.
  • Enhanced engagement: The collaborative process fosters active participation and investment in the course, leading to a more engaged and motivated learning experience.
  • Improved understanding: By actively discussing and defining expectations and goals, students gain a deeper understanding of their roles and responsibilities within the course.
  • Diverse perspectives: Incorporating student voices ensures that the norms and outcomes are inclusive and reflect the needs and concerns of the entire class.

  Benefits of Co-Creation:

  • Stronger sense of community: Collaborative norm and outcome setting fosters a sense of shared responsibility and creates a more positive and supportive learning environment.
  • Reduced conflict: By establishing expectations and goals together, potential misunderstandings or conflicts can be minimized, leading to a smoother learning experience for everyone.
  • Increased accountability: Students are more likely to adhere to norms and strive towards outcomes they helped define, leading to improved academic performance and personal growth.
  • Alignment with diverse needs: The co-creation process allows for tailoring norms and outcomes to address the specific needs and learning styles of the student population.

  Directions for Implementation:

  • Facilitate discussions: Initiate open discussions at the beginning of the semester, encouraging students to share their expectations for the course,preferred learning environment, and desired learning outcomes.
  • Brainstorming activities: Utilize brainstorming activities like mind maps, group discussions, or online polls to gather student input on potential norms and outcomes.
  • Collaborative refinement: Work collaboratively with students to refine the proposed norms and outcomes, ensuring clarity, feasibility, and alignment with course objectives.
  • Documentation and agreement: Document the co-created norms and outcomes in a clear and accessible format, such as a course syllabus or online document.
  • Regular review and reflection: Regularly revisit the established norms and outcomes throughout the semester, allowing for adjustments and adaptations based on student feedback and evolving needs.

  Additional Tips:

  • Set clear guidelines: Provide students with a framework or guiding questions to facilitate the co-creation process.
  • Emphasize respect and inclusivity: Encourage respectful dialogue and ensure all voices are heard and valued during the discussions.
  • Connect to course content: Link the co-created norms and outcomes to the course content and learning objectives, demonstrating their relevance and importance.
  • Celebrate ownership: Acknowledge and celebrate student contributions throughout the co-creation process, reinforcing their sense of ownership and responsibility.

  By implementing student co-created course norms and outcomes, you can foster a collaborative learning environment, empower students to take ownership of their learning, and ultimately create a more engaging and successful learning experience for everyone involved.

Ignite Curiosity

The important thing is not to stop questioning.

- Albert Einstein, Life magazine, May 2, 1955

The first day of class is more than just an introduction to the syllabus and course logistics. It’s an opportunity to spark curiosity, ignite a passion for learning, and embark on a shared journey of discovery. One way to begin a course is by exploring how the course content connects to your own experiences and interests, highlighting the fundamental questions that have guided your own exploration. It can also be helpful to connect the learning that will occur in the course to the student’s journey, focusing on ways in which the course will address specific concerns the students may bring to class. �� By igniting curiosity, you encourage students to move beyond passive information absorption and actively engage with the material, leading to a deeper understanding and retention of knowledge.

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The Naïve Task: Igniting Curiosity and Connecting to the Semester's Work

The Naïve Task is a powerful pedagogical approach that utilizes a seemingly simple or “naive” task on the first day of class to spark curiosity, challenge preconceived notions, and encourage deeper engagement with the course material. Its effectiveness lies in its ability to surprise, challenge, and stimulate curiosity, setting the stage for a semester of active learning and intellectual discovery.

• Benefits
  • Promotes active learning: The task encourages students to move beyond passive listening and actively engage with the material through analysis, discussion, and problem-solving.
  • Challenges assumptions: By presenting a seemingly straightforward task, the Naïve Task can reveal underlying complexities and prompt students to question their initial understanding.
  • Stimulates critical thinking: Students are encouraged to analyze the task from different perspectives, consider various approaches, and develop their critical thinking skills.
  • Sets the stage for inquiry: The Naïve Task lays the groundwork for a semester of inquiry-based learning, encouraging students to ask questions, seek evidence, and explore the nuances of the subject matter.��
• Examples of The Naïve Task

  1. Subject: Physics

  • Task: Explain how a hot air balloon works.

  Initial assumptions: Students might provide simplistic explanations based on common observations (e.g., heat makes the balloon rise). However, delving deeper into the task requires understanding concepts like buoyancy, air pressure, and density.

  2. Subject: Literature

  • Task: Read a short poem and identify the main theme.

  Initial assumptions: Students might focus on surface-level interpretations. However, discussing the poem’s language, imagery, and symbolism can reveal deeper themes and encourage critical analysis.

  3. Subject: History

  • Task: Imagine you are a citizen living in a specific historical period. Describe your daily life and challenges.

  Initial assumptions: Students might provide basic descriptions based on their existing knowledge. However, the task encourages them to consider the social, political, and economic factors that shaped everyday life during that time.

  4. Subject: Psychology

  • Task: Observe your surroundings for one minute and list down all the objects you see that are red.

  Initial assumptions: Students might simply list red objects. However, the task can be used to explore concepts like selective attention, perception, and memory.

  5. Subject: Business

  • Task: Come up with a new product idea and explain its potential benefits to consumers.

  Initial assumptions: Students might propose basic ideas. However, the task can be introduced to concepts like market research, product development, and marketing strategies.

• Connecting the Naïve Task to the Semester's Work

  The true power of the Naïve Task lies not just in its initial engagement, but in its ability to connect to the broader themes and learning objectives of the semester. Here’s how to achieve this:

  • Revisit the task throughout the semester: Regularly refer back to the Naïve Task and its initial assumptions throughout the course. This helps students see how their understanding evolves as they learn new concepts and gain deeper insights.
  • Use the task as a springboard for further exploration: Build upon the initial task by introducing related concepts, theories, and case studies. Encourage students to revisit their initial responses and see how their understanding has been refined.
  • Incorporate the task into assignments and assessments: Design assignments and assessments that require students to apply the knowledge and skills gained through the Naïve Task to analyze real-world problems or develop creative solutions.
  • Encourage reflection and metacognition: Facilitate discussions or writing prompts that encourage students to reflect on their learning journey. Ask them to consider how the Naïve Task challenged their initial assumptions and how their understanding has transformed throughout the semester.

  By effectively connecting the Naïve Task to the rest of the semester’s work, you can ensure that this initial engagement translates into deeper learning, critical thinking, and a lasting impact on students’ understanding of the course content.