FAST Notes

The First Class Meeting

The First Class Meeting--Part 1 of 5
The first class meeting is an important event for both students and for the instructor.

Resist the temptation to simply hand out the syllabus and leave, and instead use some time to:

  • set the tone for the course
  • reveal something(s) about yourself
  • learn about your students
  • introduce course content and generate interest
  • address student concerns, and/or
  • make the first assignment

You can use the time constructively by allowing students to learn about expectations for the course.

Coffee thought: How can I best use the first day of class?

The First Class Meeting--Part 2 of 5
Some instructors use the first class meeting to begin learning about their students. You can ask students to complete a brief survey, including:
  • previous courses taken and experiences related to the course
  • expectations for what they want to learn
  • career goals and plans
  • hobbies and interests.
One of my undergraduate instructors routinely brought mailings and articles to distribute to individuals in class based upon interests we wrote on our first-day surveys.

Another way to learn about students is via a first-day quiz. For example, Prof. Burton in AAE asks some general technical questions, plus "Why are you enrolled in AAE?" (Thanks Rod!)

Point for reflection: What would I like to learn about my students from the first class meeting?

The First Class Meeting--Part 3 of 5

Part of setting the tone during the first class meeting involves revealing a bit about your teaching philosophy and practice.

You can include a brief statement of your teaching philosophy in the course syllabus, but more important is what you actually do. For example,

if you value . . . . . . . . . . . . . . then you might spend time
student-faculty contact . . . . . . . interacting with students
cooperation among students . . . allowing students to get acquainted
active learning . . . . . . . . . . . . . .conducting an learning exercise
prompt feedback . . . . . . . . . . . responding to student questions and concerns

Like most people, students believe what they see.

Consider: In what ways can I set an appropriate tone for my course at the first class meeting?

The First Class Meeting--Part 4 of 5

One topic for the first class meeting can be an overall, or global, objective for the course. For example, "As a result of this course, you will be able to specify, design, and evaluate heat exchangers."

Having specific, student-centered objectives can help some students understand expectations for the course. Student-centered objectives allow students to envision what they will gain from the course.

A list of more specific objectives can become both a study guide for the students and an exam menu for you. This helps avoid the classic student complaint about surprises on exams and helps improve student learning and performance.

A point to ponder: Should I write student-centered objectives for my course?

The First Class Meeting--Part 5 of 5

A “course question” is another way to bring focus to the first class meeting. Some courses can best be characterized by a single, well-formulated question that captures the essence of what you want students to learn. For example,
  • How do you design a microprocessor?
  • What are key factors in failure analysis?
  • How do you measure heat transfer?

By discussing the course question on the first day of class, and then returning to the question at strategic points throughout the semester, you can provide a unifying treatment of the subject while providing students with a context for their learning.

In some cases, the final exam might simply be a variation of the course question.

Coffee thought: Can I devise a unifying question for my course?



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