CAFE Espresso: a robust take on a hot topic

August 21, 2025

First Day of Class: Build Belonging, Spark Curiosity, Set the Tone

The first day of the semester can effectively and quickly set the tone for everything that follows. Rather than treating it as "syllabus day,” use it to build community, spark curiosity, and set expectations.
Here are some ideas to consider.

Before Day One: Be Prepared

Before we talk about your first day of class, what might you do this week?

• Know your students: Review the roster and use Canvas tools to gather info.
• Send students a pre-class welcome email that could include:
• A brief introduction of yourself – your role, background, etc.
• First-day logistics -- time, location, what to bring, or how to access Canvas.
• What to expect on day one.
• Encouragement to prepare --light prep (e.g., skim the syllabus, reflect on prior experience).
• Closing note of reassurance that you’re glad they’re in the course.
• Example: “I’m looking forward to learning with you. See you Tuesday!”
• Know the space: Visit your classroom, test technology, and plan for interaction.

Build community.

Building community fosters a sense of belonging, encourages active participation, and helps students support one another in the learning process. When students feel connected to their peers, to the instructor,
and the course, they are more motivated, more resilient when challenges arise, and more likely to engage deeply with the material.

• Greet at the door or open with a quick name-learning icebreaker. Small signals of care lower anxiety and invite participation from the start.
• Humanize yourself: Share a brief story about what drew you to the discipline. If you are comfortable, invite questions about yourself, or talk about hobbies or pets.
• Encourage interaction: Create opportunities for students to connect through icebreakers or course-related group tasks.
• Use a notecard or ask students to submit to Canvas information about their goals and backgrounds to acknowledge diverse experiences.  Ask students which name, pronunciation, and pronoun they prefer,
  or have them update their profile settings in Canvas. 

Share Your “Why” and Connect to Their Goals

Discussing the course purpose and relevance boosts motivation and helps learners see themselves in the work.

• Briefly explain why the course content matters and how it connects to real problems, future courses, or their role as citizen leaders. Pose a challenging problem, share a puzzling case study, or present an image, quote, or scenario that stirs curiosity. Then show how your course will help them investigate it.
• Use a fast poll or notecard: “What do you hope to learn?” “Where might this course show up in your life or career?” You’re signaling that students’ experiences and goals matter in the learning environment.

Spark Curiosity and Engage Them Right Away

According to Ken Bain, What the Best College Teachers Do, students learn best when they engage with big, provocative questions.

• Avoid opening class by reading the syllabus. Instead, begin with the compelling questions or problems that animate your discipline. Do a short, low-stakes activity tied to a core concept (e.g., a brief problem, prediction poll, or think-pair-share).
• In his article, Advise Guide: How to Teach a Good First Day of Class, Lang (2025) includes 4 model activities for different kinds of classes. 

Start Learning Immediately

Learning on day one signals that class time will always be active and meaningful.

• Metacognitive reflections: Ask students to reflect on past learning strategies and what they’ll need to succeed. Have them share in groups.
• Engage the course learning outcomes: Writing class? Have them write. Problem-solving? Pose a challenge. Discussion-based? Start talking.

Set Clear and Transparent Expectations

Clear, transparent expectations reduce anxiety and guesswork. When students know how learning will happen and why you’ve chosen certain methods, they are more likely to be active learners and see a clearer path to success.

• Explain how the class will work (e.g., active participation, collaboration, reflection).
• Share why these methods support learning for all.
• Frame policies as tools for success, not just rules to follow.
• Highlight key parts of the syllabus, but don’t read it aloud. Share/walk through the components that you know most affect students in your classes.
• Field their questions: Leave time for clarification and consider a syllabus activity.

Close with Reflection

End with a one-minute prompt: “One thing I’m excited to learn” and/or “One question I still have.” This creates a feedback loop for inclusive teaching and sets a habit of metacognition.

Best wishes for a great semester from your colleagues in CAFE!