Make online courses available to students before classes are scheduled to begin.
If scheduled for in-person delivery, visit the classroom before the first day to try out the technology, microphone, lights, etc.
Contact students via email in advance of the course start date.
Invite questions about the course.
Provide the syllabus to students, including the course schedule.
Reference academic resources in course materials, including syllabi and assignments: Noel Studio for Academic Creativity, Student Success Center, and/or Math/Stats Center.
Review campus resources for students.
Provide a brief video primer of course, including technology use focused on where to find resources and how to participate fully.
Establish a communication plan for sharing information with students.
Develop a structure for the course that is clear for both you and your students. Communicate that structure to your students.
Developing & Planning Courses
First day of class (Engage students with more than “syllabus day”); the first day matters! The first day of class provides an opportunity to make students feel welcome, inspiring them with interesting aspects of course content, and create a collaborative environment for learning. What you do on the first day of class makes a difference. No class period is more critical to forming students’ attitudes towards learning than the first day of the semester.
Introduce and engage students:
Learn each other’s names.
Reduce anxiety.
Create positive first impressions.
Establish community among students.
Begin to create commitment to the class.
Identify and break down barriers to learning and success.
Stimulate curiosity in the course and motivation.
What you can do:
Arrive early and greet students as they arrive.
Engage in an interactive activity that involves students right away in course content.
Consider adding a surprising fact or a current event that demonstrates why the content in this course matters. Establishing relevance and promoting intrigue can help motivate student learning right from the start.
Highlight campus resources.
Connect students with academic and support resources from the first days of class.
Design syllabi and assignments that incorporate academic resources.
Set up clear communication strategies for the students.
Let your students see the enthusiasm you have for your subject and your love of teaching.
Use the whole class period.
Planning for 4th-week progress reports:
Provide substantial feedback to students early in the course (by week two)
Incorporate a meaningful assignment early (within the first three weeks) of the semester so that you can deliver significant feedback to students in advance of fourth-week progress reports.
Designing Learning Assessments (and Alternatives to Multiple Choice Exams)
Consider alternative to multiple-choice exams and quizzes
Writing assignments
Presentation assignments
Poster
A series of critical reading assignments
Critical reading journal
Video or multimodal project
Annotated portfolio of work throughout the semester
Student-proposed project
Building Relationships & Developing Rapport
First two weeks (Student check-ins, feedback, and relationships)
Do regular check-ins with students
Administer mini (one or two-question) surveys early on in the course
Hold Student Hours online or in person
Follow up with students who are absent or not responsive during the first week
Schedule individual meetings with students if possible
