Welcome to Continuing Studies

Tips for Teaching on the
First Day of Class

Award Winning Program
and Local Partnership

Photocopying Services

Summer Hours

New Program

Course Codes

Upcoming Events

Q & A

Direct Deposit & MyHR

Take time to plan carefully what you will do on the first day in order to give students a clear impression of the course content and your expectations. If you plan to lecture on most days, lecture on the first day; if you plan to engage students in discussions, do so on the first day. No matter what methods you use, your overall aim should be to engage your students in learning.

Arrive early.
Chat with students before class starts. Interacting with students in this way will make them more likely to participate in class and to ask questions. Make sure that the room is ready and set up any necessary equipment. It is also important to visit the classroom at least a week in advance to check on seating arrangements, to see how the equipment works, and, not least important, to be sure you know where the classroom is.

Introduce yourself.
Put your name and the course title on the board. Tell the students who you are and what you do.

Explain the course organization, requirements, major assignments, and policies.
Students will feel more comfortable if you are organized and prepared. Having a well-written, detailed syllabus ready to hand out on the first day is essential. Mention course pre-requisites if there are any. Talk about the workload of the course, e.g., number of exams, number and length of papers, number of books to read. Review your office hours and contact information. Take the time to explain in detail all policies, including those regarding attendance, academic integrity, grades, and requests for extensions or rescheduling of quizzes and exams. Make clear to students their responsibility to adhere to the University Policy on Academic Integrity, as well as the actions you will take if they do not. At the same time, indicate that you will answer any questions that they may have about such issues as how to attribute credit for borrowed ideas and how to distinguish between individual and collaborative work.

Explain your expectations for class participation.
Give students a sense of your teaching style and your expectations for their involvement. If attendance and class participation are required, make that clear to the students and let them know how you will keep track of attendance (and whether they are permitted to miss any classes without penalty), as well as whether and how you will grade participation. It is also helpful to explain to students why you value attendance and participation.

Create interest in the course material.
A successful first day will leave students interested in taking the course and learning the material. Present your vision, or overview, of the course. Relate the course topic to current applications or experiences. Communicate to the students your sense of why the topic should be studied and understood.

“Build a sense of community” and set a positive tone.
As Barbara Gross Davis points out, if you “build a sense of community,” students will perform better because they will feel connected to the class and to the instructor (20). Try to learn your students’ names; several of the references listed below give suggestions on how to accomplish this task, even in large classes. Students appreciate instructors who are fair and objective, who have an understanding attitude toward student concerns, who show passion for their course and their subject, and who display a willingness to work in a course.

Plan to use at least one of the teaching methods you will use during the course.
Prepare a brief lecture or a focused discussion that will demonstrate to students at least one of the teaching methods you will use. For example, if you want the students to be active learners - by participating in discussions, asking questions, or engaging in group work, you should conduct activities on that first day that encourage the students be active - to discuss, to ask questions, or to work in groups. If you plan to use small-group discussions in the course, it is especially important that you do so on the first day. This strategy will help you prompt students to talk to each other and practice collaborative learning from the start.

Provide an opportunity for students to ask questions.
Try to answer the questions that students bring into the class. Keep in mind that some of these questions may be “unspoken,” such as “should I take this course?” and “how difficult will this course be?” (see Lieberg, below). In smaller courses, consider requiring each student to submit a question about the course - in class, via email, or on an online discussion board.

To view this article, and some other teaching strategies, click here.

This article was created by:
The Teaching Center,
Washington University in St. Louis
Contact them

Links and References for Teaching on the First Day of Class

Davis, Barbara Gross. “The First Day of Class.” Tools for Teaching. San Francisco: Jossey-Bass, 1993.
Felder, Richard, “Getting Started.” Chemical Engineering Education, 29.3. (1995). 166-167.
“The First Day of Class.” Center for Teaching and Learning. University of North Carolina.
“The First Day of Class: What Can/Should We Do?” Instructional Development Program. University of Oklahoma.
Lieberg, Carolyn. “Ten Unspoken Questions from New College Students during the First Days of Class.” Center for Teaching. University of Iowa.
McGlynn, Angela Provitera. Successful Beginnings for College Teaching: Engaging your Students from the First Day. Madison, WI: Atwood, 2001.
McKeachie, Wilbert, et al. McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 12th ed. Boston: Houghton Mifflin, 2005.
Pregent, Richard. Charting your Course: How to Prepare to Teach More Effectively. Madison WI: Magna, 1994.
Royse, David. Teaching Tips for College and University Instructors: A Practical Guide. Boston: Allyn and Bacon, 2001.

The Inaugural Donald E. Morgan Award Presented to The University of Western Ontario

On June 25th, 2008 the London branch of the Canadian Institute of Management (CIM) was proud to present the inaugural Donald E. Morgan award to The University of Western Ontario.  The presentation took place at the CIM London Branch Convocation held at the London Civic Garden Complex.  Accepting on behalf of The University of Western Ontario was Kim Miller, Director of Continuing Studies at Western.

Donald E. Morgan was honoured as a lifetime member of the CIM.  He is a CIM graduate, Professional Manager, former National Board member, past President of the London branch and longstanding London Board member.  His tireless work on behalf of the CIM to promote, preserve and grow the organization spans decades.  The Donald E. Morgan award was established in his name to recognize businesses, organizations or individuals that demonstrate a commitment to the professional development of their employees in partnership with the CIM.  Candidates are selected based on their length of partnership with the CIM, their promotion of the organization within their community and their participation in any CIM initiatives.

The University of Western Ontario was chosen to receive the inaugural 2008 Donald E. Morgan award for their partnership with the CIM over the last three years.  In September 2005, a special agreement was established between the London branch of the CIM and The University of Western Ontario, Continuing Studies.  This agreement authorized the University to establish a CIM satellite program so that the CIM program could be offered to University staff on a day time schedule.  Since this agreement was put into place, over 70 University staff have enrolled in and 27 have completed the CIM program. 

Over the last little while, Continuing Studies has experienced a significant increase in requests from students for photocopying and printing services.  Unfortunately, we are no longer able to support these requests, and we would appreciate your assistance in conveying this to your students.   It is the students’ responsibility to come to class prepared with sufficient handouts for classmates (in the case of presentations) or with their assignments already printed. 

Effective September 1, Continuing Studies will no longer print assignments from USB keys or discs, or run off copies of handouts for students. 

Students wishing photocopying are asked to please note the following:

The Central Library has computers for Internet use and some are equipped with the ability to plug in a USB key for printing purposes. A valid library card is required.  Printing is $0.17 per page. In order to print something from the Internet or a USB key, a copy card is also required.  Copy cards are $1 plus the amount that one wants to have available for copying purposes.  If only photocopying is required it is not necessary to have a library card, however a copy card must be purchased (see above for cost of copy cards). Copies work out to $0.17 per page.

The library hours are
Monday - Thursday 
9:00 am - 9:00 pm
Friday
9:00 am - 6:00 pm
Saturday
9:00 am - 5:00 pm
Sunday
closed

Kinko's is located on the corner of Dundas and Wellington. Their copying cost is $0.09 per copy for black and white and depending on volume goes down in price from there.

Kinko's hours are:
Monday - Friday
7:00 am - 11:00 pm
Saturday & Sunday
10:00 am - 6:00 pm

If you are in the habit of suggesting that students can bring their copying and printing needs to Continuing Studies, please make note of the change in policy and direct students to the options listed above. 

Thank you in advance for your assistance in this matter.