Students form strong, lasting impressions in the first class about your approachability, the difficulty of the course, and whether they can succeed (Wilson & Wilson, 2007). Those early impressions shape motivation and willingness to engage.
The first session also sets norms. A class that starts with lecture and policy reading suggests a passive course. A class that starts with thinking, discussing, and problem-solving signals that participation and engagement are expected (Nilson, 2016).
A sense of belonging and of feeling seen, respected, and included are key predictors of engagement and persistence (Strayhorn, 2018). This is especially important for students who may already be questioning whether they “fit” in college or in your discipline.
Inclusive teaching starts by seeing students as whole people. First-day surveys that ask about work and caregiving responsibilities, commute, learning history, and goals communicate: “I am designing this course with you in mind” (Dewsbury, 2017). Practices such as learning and using students’ names, acknowledging varied pathways to college, and stating that all students can succeed help disrupt deficit narratives (Addy et al., 2021). (Read about implementing an Empathy Map)
When students engage with disciplinary ideas on day one, they immediately take up the role of learners rather than passive recipients of information. Early active learning:
First-day or first-week surveys give you concrete information to design more equitable learning experiences. Knowing how many students hold part-time or full-time jobs, share devices, or commute significant distances helps you make better decisions about deadlines, group work, and access to course materials (Dewsbury & Brame, 2019). (You can find a survey developed by Killpack and Melon as an attachment)
Just as important as asking for information to better design our courses, is the message the students get. It shows students that their circumstances and perspectives matter (Sathy & Hogan, 2022).
Set up your physical and digital spaces to communicate welcome and readiness:
Test technology and open any tools you plan to use.
Arrange the room, when possible, to support interaction.
Display a slide or board message with the course name, your name, and a simple prompt (e.g., “What do you hope to learn in this course?”).
This helps early arrivals feel oriented and quietly introduces the expectation of engagement.
Greet students as they enter or as they settle. Even brief eye contact and a “How are you? I'm happy you are here” increases perceptions of approachability (Bonem et al., 2017).
Begin learning names using a seating chart, name tents, or repeated introductions. When you introduce yourself, share both your role, why you love and care about this course, why this subject matters, and why you enjoy teaching it. Aim for expertise with warmth rather than distance (Hagenauer & Volet, 2014).
Treat the syllabus as a tool students will use. You might:
Syllabus scavenger hunt: Students work in pairs to locate key information (contact methods, late work, where to find assignments).
Syllabus Quiz: Students answer questions about the course using the syllabus as a reference
Policy rationale: Briefly explain the reas
oning behind major policies.
Question prompts: Ask students to write one question or concern about the syllabus.
Scenarios: Present a few realistic situations and have students use the syllabus to decide what to do.
These strategies help students actually interact with essential information and model your expectations for active engagement.
Include at least one content-related activity on day one (even 10 minutes is enough):
A quick retrieval prompt (“Write down three things you already know about…”).
A think–pair–share on a big-course question.
A short case, example, or problem for students to analyze in pairs or small groups.
The specific activity can be simple. The key is that students leave having thought about and worked with ideas from your field.
Use structured, low-risk activities to help students connect:
Guided introductions (preferred name, major, one hope for the course).
A brief “find someone who…” activity that normalizes diverse experiences (e.g., “Find someone who works off campus”).
A “study buddy” exchange with 2–3 nearby classmates.
These small moves help students feel less anonymous and create a peer network they can rely on later (Tinto, 2017).
Talk explicitly about challenge, growth, and support. For example:
“This course will be challenging at times. Struggle is a normal part of learning, not a sign you don’t belong.”
“My role is to provide structure, practice, and feedback; your role is to engage, ask questions, and use available resources.”
Briefly share a time you struggled to learn something related to your discipline, and highlight campus supports and office hours as smart strategies (Dweck, 2016; Steele, 2010).
Close with a clear, concise checklist:
What to do before the next class
Where to find materials and announcements
How to contact you and when you’re available
If possible, end with a brief preview or intriguing question that points toward what the course is about.
Send a short follow-up message within 24 hours that:
Reiterates your welcome and enthusiasm
Recaps key next steps and deadlines
Links to the syllabus, course site, and survey
Reminds students how to reach you