Syllabus

First check your syllabus, whether it has been provided to you or whether you have developed it from years of teaching experience. Check your syllabus for the following:

• An accurate course description, section, meeting times, and dates of holidays and the final exam.
• Your current contact information (phone, email, fax, etc.) and office hours.
• A list of required textbook(s), lab supplies, special tools, safety supplies, etc.
• A synopsis of major learning goals in terms of knowledge and skills students will gain.
• A class meeting and activity calendar showing the projected dates for assignments, quizzes, exams, portfolios, surveys, lab projects, etc.
• A statement of your right to change the course schedule and learning activities as needed.
• A description of student behaviors that are considered inappropriate at your institution, or referral to the institutional document covering student behaviors and processes for dealing with infractions.
• A detailed list of your expected and prohibited classroom behaviors. (Make particularly explicit details regarding attendance issues.)
• A course grading system description, along with your personal, institutional, or departmental polices for making up exams, in-class work, or late assignments. (This is a very, very important part of any syllabus.)
• A section contrasting acceptable with unacceptable academic behaviors regarding homework, term papers, lab reports, small group participation, team tests, etc.

To reduce the chances of something going wrong during the first class, meeting check off these items:

• My syllabus has been carefully checked for accuracy and completeness.
• I have printed 10 to 15 percent more copies than initial registration information shows.
• I have a student syllabus-acceptance form that students will sign and date upon receipt of a syllabus.
• I have checked the classroom and labs for seating arrangement, equipment, and negative environmental situations such as noise, poor lighting, inadequate ventilation, etc.
• I have obtained samples of required supplies, tools, and safety equipment, as well as copies of textbooks, lab manuals, handouts, etc.
• I have created a class calendar or timeline and denoted all learning activities, exams, .etc.
• I have read my institution's catalog sections on required student behaviors and grading system options and deadlines.

The first class meeting is extremely important for retaining students and making sure they understand exactly what the course will be like in terms of prerequisite knowledge and skills, content to be learned, and anticipated speed and depth of learning. They must understand your grading system and what the term projects will be, and, finally, how you plan to teach. For example, do you lecture, promote group learning, demand class participation, etc? Make sure you:

• Come early to class and welcome students.
• Introduce yourself; start to learn names.
• Use an icebreaker introduction to acquaint learners with each other.
• Distribute your course syllabus.
• Explain contents of each syllabus section as needed. Survey students for more information on their course subject knowledge and experience levels.

At the two-to-three week mark in your course, make sure you :

• Have learned students' names and completed at least one measurement of learning, such as a quiz, case study, assignment review, group problem report, etc.
• Asked for written feedback on your teaching style and techniques.
• Encouraged and given learning quality feedback to your students.