Comments on: Setting expectations in the syllabus and on the first day

By: Jason B. Jones

Jason B. Jones — Wed, 19 Aug 2009 16:41:05 +0000

Heh . . . Paul Blart: That movie left my 6-yr-old saying he wanted to be a "mall cop" for about a month.

By: Anne Helen Petersen

Anne Helen Petersen — Wed, 19 Aug 2009 16:22:56 +0000

Since my classes are 75 minutes, I have ample time — I teach Film History, and before I even get to the syllabus, I do an activity where I take a recent film that most of the class has probably seen, or at least heard of….Spring Semester it was Paul Blart, this time I might use Transformers or The Hangover. Then I go through all the different ways you can look at the film — as an industrial product, as a text, as a study for audience reception, as a marketing tool…and what sorts of cultural capitol was necessary to ‘understand’ the film — how it was linked to pre-sold products, whether that be toys or stars, whether or not its cultural references translated internationally, what its potential for ancillary sales might be, etc. I basically make a giant web of signification on the board, then ask “How will this film be mentioned in a Film History class fifty years from now?”

The goal is to show them that Film History isn’t just about old films, but about the ways that we study and think about films today. That it’s multi-pronged — something I emphasize throughout the course — but that by understanding where we came from, we can better understand films today, which is what they all want to do anyway. It also incites a lot of discussion — they’re quick to talk about such recent films — and makes for a vibrant first day.

By: Derek Kompare

Derek Kompare — Wed, 19 Aug 2009 15:45:36 +0000

I’m teaching a comics course as well this semester (for the first time), and in addition to covering those bases you mentioned, I’m going to bring in some comics for them to browse and discuss “How to Read a Comic Book.” Now, we’re going right into Scott McCloud for the next week after that, but I heard this suggestion at a panel at San Diego last month and I loved it. This way, it’ll get various anxieties (e.g., about comics’ unavoidable sexism) and misperceptions (e.g., that this will be “easy” since comics are perceived as “easy”) right out on the table from Day One.

By: Dennis DiPasquale

Dennis DiPasquale — Wed, 19 Aug 2009 14:53:14 +0000

I agree with setting expectations right away. You don't want students to be surprised later in class when it gets tough. To be blunt, I'd rather look like an ass on the first day and weed out the students who could cause problems than be an ass the whole semester. I want the students who will work and not disrupt class, and the only way to do that is by coming out strong on day 1.

I'm sure there are profs out there who are the opposite so their classes stay packed. They want overload pay or just to look good. In the end, they do themselves and the subject a disservice as the course and the professor get bad student evals.

By: Ethan Watrall

Ethan Watrall — Wed, 19 Aug 2009 13:05:49 +0000

I’m completely guilty of doing a “throwaway” first class. I do spend a lot of time going over expectations in detail – so that students know what they are getting into and can bail on the class if they want. I also usually provide some context for the topic itself. So, for instance, one of my classes this semester is The History of the Modern Comic Book. In the first class, I’m going to talk about why comics are important, what makes comics unique, and talk about the socio-historical framework we’ll be using during the class. So, it isn’t exactly “lecture,” but I’m providing a foundation for the rest of the class material.

By: Hey, wanna look at my syllabus? « Celebrity Gossip, Academic Style

Hey, wanna look at my syllabus? « Celebrity Gossip, Academic Style — Wed, 19 Aug 2009 12:50:54 +0000

[...] Hey, wanna look at my syllabus? It seems the whole (academic) (digital) world is abussle with syllabus talk: on Twitter, in the blogs, in the Chronicle, people are soliciting suggestions for readings, posting their syllabi, asking for ways to assess reading, advocating ‘teaching naked,’ (that is, without technology). I’ve enjoyed reading about Chuck Tryon’s modifications, along with his list of other blogs currently in the process working through syllabi, UT-Dallas Emerging Media Prof David Barry’s Twitter feed, which reveals that the university is training TAs to advise their lead professors to be wary of social media (because Facebook will harm anyone over 40!), media studies prof. David Silver’s how-tos, and Swarthmore History Professor Timothy Burke’s analysis of why more professors don’t put their syllabi online. Finally, the newly launched Professor Hacker website (stated goal: productivity and pedagogy in a digital age) has all sorts of interesting, valuable posts as we gear up for classes — I particularly like this one on Setting Expectations on the First Day. [...]

By: Oake

Oake — Tue, 18 Aug 2009 23:13:36 +0000

It was how to kill zombies, since you didn't like all of us sitting in the corner.

It was definitely the best costume I saw all day.

By: Delaney Kirk

Delaney Kirk — Tue, 18 Aug 2009 20:43:34 +0000

Thanks for the link! I like the idea of telling stories and/or showing an interesting and funny video the first day-it starts the process of getting the students engaged in the class. Have a great semester everyone!

By: Mark Sample

Mark Sample — Tue, 18 Aug 2009 18:54:44 +0000

Ah, yes, the length of your class really shapes what you can do on the first day. Mine are typically 75 minutes, which gives me a bit of breathing room.

By: Jason B. Jones

Jason B. Jones — Tue, 18 Aug 2009 18:46:38 +0000

One thing I probably should've mentioned is that most of my classes are 50 minutes, and we get a fair amount of movement in add/drop.

Plus, as is clear from the link, I have sort of fetishistic expectations about what it means to read something closely, and so, for me, it's a bit of a fallacy to hope to have class proper on the first day.

(When I teach once-a-week courses, by contrast, I always pre-assign some material, and so we can have a proper class for ~90 minutes after doing syllabus+roster+first principles.

By: Mark Sample

Mark Sample — Tue, 18 Aug 2009 18:42:44 +0000

Like some of the other commentators, I believe it's essential to "do" class on the first day. It's tempting to run through the roster and syllabus and then let students out early. That's a huge mistake.

Once the bureaucratic stuff is wrapped up, I like to present my class a "problem" that they work on collectively to solve. For instance, in a recent class on postmodernism, I divided the class into five groups and had them rotate through five "stations" spread throughout the classroom, each one containing some arguably postmodern artwork, literature, music, photography, etc. After visiting all the stations, each group had to craft a definition of postmodernism based on the examples they had seen. There's nothing like some inductive reasoning right up front to set the tone for the rest of the semester.

By: Natalie Houston

Natalie Houston — Tue, 18 Aug 2009 16:37:15 +0000

Great post -- I think it's critical to focus on 3 or at most 4 things you want to do or focus on, especially on the first day when time has to be taken up with enrollment rosters etc. And when going over course policies, I always try to remember to cover the most important things in at least two modes (for visual and auditory learners). Just handing over the ~~contract~~ syllabus isn't going to reach everyone sufficiently.