Center for 21st Century Teaching Excellence - Resources Guide 2000-2001

Preparing for the First Day of Classes

Where should an instructor begin?

One helpful starting point is to ask your Department secretary orchairperson for all available information about the courses you have been assigned to teach (e.g., recent course syllabi on file, names of faculty and/or graduate teaching assistants who last taught the class). Speak with experienced instructors and closely examine their syllabi.
If the following issues are not addressed in the written materials you have been given, make certain your conversations include the following course planning questions:

What are the primary goals of the course? For example, what types of students typically enroll in this course; what types of degree requirements does the course fulfill, and what are students expected to learn to be successful in subsequent courses in the department?
What are the basic logistical arrangements of your teaching assignment? For example, when and where does the class meet; where will your office be; how do you obtain a key; and how do you obtain a textbook and sample tests used previously in the course?
What are some important instructional issues you should consider? For example, are there any formal expectations regarding how you should teach the class; what kinds of assignments are you expected to create; and are there any policies regarding grading that you are expected to follow?
What is the best advice in determining one's professional priorities? For example, how many hours per week should be spent preparing for class, holding office hours for students, grading student assignments, doing scholarly research and writing, serving on committees and/or attending meetings? What type of support is available to you for typing, photocopying, collating course handouts, and preparing quizzes? Depending on the size of your Department, advance planning may be required by the support staff.
What are some of the problems encountered most often by faculty who have taught this course?

Another important planning issue involves student use of library materials. If you wish to put items on reserve, consult with the Reserve Department one to two weeks before the start of the semester to complete the request process. Though the normal processing time for reserve materials is 24 hours, processing typically takes longer at the beginning of each semester due to high demand. Call 974-2836 for information.

What are some strategies to reduce nervousness?

Nervousness among new instructors is commonplace on the first day of classes. Some simple, yet effective, ways to reduce anxiety include:

Practice, practice, practice -- there is no substitute for ample advance planning and preparation.

Make a strong start -- begin with an engaging introduction that is easily remembered.

Focus on a few main ideas -- concentrate on your students and not on your feelings of nervousness.

Reading is another way to learn to become a more confident and skillful instructor. Two articles, Appendix 1 and Appendix 2, provide additional insights to assist new instructors.

What might instructors do on the first day of classes?

Since students commonly have difficulty locating their classrooms on the first day of class, it is helpful to be in the classroom five or ten minutes early. To help students determine quickly that they are in the right classroom, write the title of the course, the course number, and your name on the board before students arrive.

Giving students written materials during the first class is also a good idea. Distribution of course syllabi and/or other handouts communicates that you are prepared and organized. Because handouts help focus attention, they can reduce the natural nervousness, yours and theirs, that is common on the first day. Further, handouts provide students with something to refer to throughout the semester.

In addition to providing an introduction to your course and its requirements, you might also consider offering a brief personal introduction. Students are typically curious about instructors as people. Directly addressing this curiosity can reduce feelings of uncertainty. Further, communication research suggests that credibility is influenced significantly by an audience's perception of a speaker's expertise and trustworthiness. Your personal introduction can readily address both these concerns.

Indicate why you chose the field you are in and why you find your discipline fascinating. Describe how your specific background (i.e., educational, professional, or personal) has prepared you to teach the course. To help convey that you are approachable, you might mention where you are from, where you did your undergraduate work, what type of student experiences you've had, and any unique hobbies or other interests you wish to share.

Furthermore, you may want to describe the rationale underlying the course structure, content, and assignments. Discussing why you have chosen certain teaching methods in contrast to other instructional approaches may also be appropriate. This discussion can demonstrate that you have thought carefully about your teaching and how it will enhance student learning.

What information should be included in course syllabi?

One of the best ways to get classes off to a strong and positive start is to prepare clear, comprehensive, and engaging course syllabi. Ideally, a course syllabus should be more than a simple listing of curricula topics, assigned readings, and examination dates. The most effective syllabus outlines the settings, conditions, expectations, and performance criteria for students. While many instructors enjoy preparing course syllabi with a "personal touch," a course syllabus should, at a minimum, address the following:

course objectives,
assignments and dates,
grading policy,
examination dates,
attendance policy, and
other requirements.

USF policy requires that all students receive a graded assignment or examination prior to the semester's drop/add date.

In addition, it is helpful to:

Place the course in a larger context. Make a statement as to why students may want to take the course, how the course fits into the University's general education requirements, etc.

Describe the background and skills needed by students to be successful. Include any prerequisite courses and the specific knowledge and/or skills that students are expected to possess prior to enrolling, etc.

Highlight the primary course objectives in an engaging fashion. Describe what students will learn while taking this course.

Discuss how the course has been structured and organized. For example, indicate why the topics are sequenced as listed.

Indicate how class time will typically be spent. For example, include what type of pre-class preparation is expected and describe how class time will typically be spent (e.g., will there be lectures, discussions, problem-solving activities, or group presentations?)

Describe the types of intellectual activities the course will require. For example, include your expectations regarding student writing and/or speaking, whether assignments will require students to describe, analyze, provide evidence, criticize, or defend, and whether assigned readings will emphasize primary or secondary source materials and why.

Describe significant classroom policies and procedures. For example, include any formal expectations/rules governing proper classroom conduct you have, and what your policies are regarding assignments that are submitted late.

Preview the assigned textbook and/or readings. Indicate why these texts were chosen, what their relative importance is to success in the course, and how much time the typical reading assignment will take to complete.

Indicate the frequency and types of exams that will be given. Include the scheduled exam dates, the types of tests -- multiple-choice, essay -- that will be used, whether the tests require the ability to memorize, to apply knowledge in a new context, or to synthesize. Describe also your policies regarding make-up exams.

State the steps you will take to prevent and/or respond to academic dishonesty. Include your views about students working together on assignments, what constitutes plagiarism, and how accusations of dishonesty can be avoided.

Specify how course grades will be assigned. Include activities that will contribute to the computation of final course grades and how each activity will be evaluated.

Being clear and explicit on these matters at the beginning of the term will significantly reduce the number of stressful and unpleasant grade disputes you may have to resolve at the end of the semester.

When do instructors receive class rolls?

Class rolls are issued by the Registrar three times each semester. The first is prepared immediately prior to the start of classes and is sent in bundles from the Registrar to each College Dean. The Dean's office then distributes the class rolls to each Department. Departments then place class rosters into each instructor's mailbox generally before the first day of classes. Check with your Department staff if you do not receive class rolls on schedule.

You will receive two copies of the first class roll; read carefully the attached instructions regarding students who miss class on the first day. By circling the names of students absent from the first class and returning one copy of this class roll to your Department, you ensure that absent students will be administratively dropped from your class by the Registrar. (See the next section regarding the University's first day of class attendance policy.)

The second class roll is sent to the Colleges after the end of the drop/add period (the fifth day of classes). The third class roll is distributed to the Colleges after the ninth week of classes; this corresponds with the last day to drop/withdraw without penalty and receive a grade of "W." Consulting each class roll promptly and ensuring its accuracy can help prevent stressful confusions at the end of the semester for both instructors and students.

If you have any veterans in your classes who are receiving educational benefits, a special printout will be sent to you during the semester which is not for taking attendance on any specific day. Special instructions apply; assist veteran students in carefully completing this form.

What is the University's policy regarding class attendance?

For 1000 to 5000 level courses, USF has a mandatory first day attendance policy. Students who fail to attend the first class and do not notify their instructor prior to the first class should be marked absent by circling their names on the first class roll. First day attendance is not mandated for graduate level courses. It is also recommended that you check with your Department Chairperson to determine if there are additional attendance requirements expected of students.

Because the University setting offers students a much greater opportunity to cut classes than high school settings, many freshmen develop poor attitudes and habits regarding class attendance. Remind students that you are genuinely concerned about the quality of their education; therefore, you will make class interesting and valuable. Advise them that students who frequently miss class generally do not perform as well as students who do not.

What University policies exist regarding student requests for enrollment in closed sections?

During the first week of class, the availability of seats in previously closed sections is determined from the current drop/add figures. Seats become available to students on a first-come basis. Procedures for allowing students to enroll in closed classes vary among Departments; check with your Department for specific criteria.

Individual instructors usually do not have the authority to permit students to enroll in closed sections. In most instances, if a student needs a class to graduate (or for some other important reason), s/he must see the Department Chairperson or Advisor for approval.

What are the University's policies regarding grades?

USF grading policies are listed in the Undergraduate Catalog. In addition, you should check with your Department for further grading requirements or guidelines that you must follow, particularly regarding grades of "I" and "M."

Effective Fall Semester, 2000, instructors may use a plus/minus grading system to assign student grades. The use of the plus/minus system is at the discretion of the individual instructor.

A student's measure of academic achievement is recorded on the academic record based on the following grading system:

A+	Excellent performance	4.00
A		4.00
A-		3.67
B+	Good performance	3.33
B		3.00
B-		2.67
C+	Average performance	2.33
C		2.00
C-		1.67
D+	Poor performance	1.33
D		1.00
D-		0.67
F	Failure	0.00

Other Grades:

E	Course repeated, not included in GPA
FF	Failure/academic dishonesty
I	Incomplete
IF	Incomplete grade changed to Unsatisfactory
M	No grade submitted by instructor
MF	Missing grade changed to Failure
MU	Missing grade changed to Unsatisfactory
N	Audit
S	Satisfactory
U	Unsatisfactory
W	Withdrawal from course without penalty
WC	Withdrawal for extenuating circumstances
Z	Indicates continuing registration

Please note that the grade of C- will satisfy specified minimum requirements of the Gordon Rule Courses and the common prerequisites unless otherwise specified in the Undergraduate Catalog.

USF has a policy requiring faculty to supply mid-semester grades to first-time-in-college students. It has been shown that furnishing feedback to students in the form of mid-term grades helps to retain students in courses they might otherwise drop. An additional benefit is that it gives both faculty and students an opportunity to meet one-on-one to discuss grades.

Mid-term grade sheets will be distributed about one week before they are due. Follow the same procedures, as described in the following paragraph, for completing and returning these sheets. Grade reports will be mailed to students approximately two weeks before the "drop" deadline. There will be an indication on the grade report that the grades do not necessarily represent 50% of the term's work, but are meant to provide students with an indication of their progress and whether they need to seek assistance.

Instructor final grade sheets are distributed to the Colleges approximately one week before the last day of classes. Read the instructions provided very carefully. Mark each student's grade clearly and initial any changes that you make on the sheet. Be certain to sign your grade sheet and submit it personally as instructed.

Because the Registrar's Office must enter grades from approximately 5,000 grade sheets each semester, an occasional data entry error may occur. Therefore, instructors are later sent a grade sheet confirming the grades entered into the computer. This, too, should be checked carefully for accuracy.

What is the University's policy regarding religious observances?

The University attempts to schedule required classes and examinations in view of customarily observed religious holidays of those religious groups or communities comprising the University's constituency. University policy states that no student shall be compelled to attend class or sit for an examination at a day or time when he or she would normally be engaged in a religious observance or on a day or time prohibited by his or her religious belief. Students are expected to notify their instructors if they intend to be absent for a class or announced examination prior to the scheduled meeting. For additional information about religious holy days, contact the Office of Diversity Initiatives, SVC 1136, (974-9195).

Students absent for religious reasons will be given reasonable opportunities to make up any work missed. In the event that a student is absent for religious reasons on a day when the instructor collects work for purposes of grading (homework, pop quiz, etc.), the student shall be given a reasonable opportunity to make up such work or shall not have that work averaged into the student's grade at the discretion of the instructor.

What additional items should new graduate teaching assistants consider?

Teaching assistantships offer graduate students a rather unique employment opportunity because they simultaneously occupy two very different roles. As students at 9 a.m. on Monday, they may be sitting in the front row of class, taking copious notes from a distinguished professor with many years teaching experience. An hour later, as graduate teaching assistants, they may be standing nervously at the front of a room while a group of undergraduates take notes (hopefully) from their presentation of course material (which the GTA first learned 72 hours previously). On some evenings, they will complete both their own course work as well as the assignments they plan to give their students. On other evenings, they will compose a polished example of scholarly thought and expression and then turn around to grade a large pile of undergraduate papers. It is not surprising, therefore, that many new teaching assistants report that their workload is often unnerving and frustrating; further, the combined workload of instructor and student is likely to appear excessive much of the time.

Despite these pressures, serving as a teaching assistant is usually a good beginning for a career as a college professor. In addition to helping finance your graduate education (i.e., by providing both a paycheck and tuition waiver), your assistantship will help you become a part of the everyday life of your department. Furthermore, teaching as a graduate student can be an especially rewarding and creative activity. You will receive tangible evidence that your efforts have been well spent when your students understand and do well in the course.

As you would expect, teaching assistants are most often assigned to teach required introductory courses at the freshman and sophomore level. It is likely, therefore, that your class will be composed of

students potentially majoring in your discipline,
students who are required to take the course but who know they are majoring in something else, and
students who are taking the course to assess their interest in your field as a possible major. Consequently, their interest and motivation levels, as well as their levels of prior preparation for the subject, will vary considerably.

What additional items should new international instructors consider?

Instructors who have received their educational training outside of the United States are commonly surprised at the informal behavior of many American students, both inside and outside of the classroom. For example, students generally dress casually. Some may arrive late. Though instructors are sometimes uncomfortable with student informality, many undergraduates are reluctant to change.

Also common in the American classroom are student requests that faculty "speak up," "slow down," or repeat things said previously. At other times, student questions may appear to challenge your expertise. Such behavior may surprise you, especially if you are accustomed to students who appear more respectful of their teachers.

It is important to recognize that many USF undergraduates have had little or no close contact with people from other cultures. Therefore, such individuals are not consciously aware of their preconceptions. By being caring and personable, as well as intelligent and skillful in the classroom, you can play a significant role in combating prejudice and ignorance.

Communication difficulties often arise in the classroom. One technique to reduce such problems is to confirm your understanding of what students have said or asked by paraphrasing their remarks. If you cannot comprehend the remarks of one student, ask other students for assistance. Do not pretend to understand if you do not.

Assure your students that you welcome their help when they can call attention to language differences. Some students believe that it is not polite to mention language difficulties. Students need to be encouraged to let you know when there are language issues in the classroom.

Students appreciate knowing something about your background. Sharing information about yourself can lead to better communication. It's also important to get to know something about your students to promote a positive classroom climate.