Supporting physics teaching with research-based resources

Quick tips from the Faculty Teaching Institute about engaging students on the first day and throughout the term.

First day

Set the right tone from the start from the initial email, to generate enthusiasm and establish rapport. Establish yourself as a caring and fair person.

Share a little bit about yourself on the first day and throughout so that students can connect to you as a person; invite them to share their stories with you. Share your pronouns and how to pronounce your name.

Do an icebreaker on the first day so students get to know each other and establish a community.

Explain your pedagogical choices to let students know why you’re using the approaches you are using, see the value in them, and develop trust. For example, explain that you’ll ask students to work in groups because we learn more when we talk to other people about our ideas, or reflect with students about the shortcomings of traditional lecture approaches.

Jump into activities from day 1 to set the tone for the course early, and give students a chance to reflect on how a collaborative approach helps their learning. Icebreakers can be useful for this too.

Learn some students' names so that students feel you are an ally. Table tents or index cards can be useful strategies; these can include names and pronouns. When a student asks a question, ask for their name. Call on students by name and ask them if you have pronounced it correctly. Remember, you only need to know a few names for students to perceive that you know their own name!

Discuss the course goals and approach. How is the course relevant to students’ lives or careers? Perhaps ask them to write a one-minute paper (“What is mechanics? Why study it?”) What are the course outcomes? Make the relevance and excitement of the course come through.

Explain how to be successful by discussing effective learning strategies, and sharing advice from past students. Make it clear that physics and astronomy are hard, and it is expected that all students will be challenged at some point – active learning and other engagement opportunities are valuable for all.

Throughout the term…

Use warm verbal and non-verbal cues to establish mutual respect and connection with your students. Smile, don’t rush, listen to students, encourage them, and praise their insights. Set high expectations but use praise generously while the culture is being established.

Share your student learning outcomes so that students understand what is expected of them, reducing anxiety. Make it clear how these relate to students' lives and career interests.

Let students choose topics or assignments so that students feel ownership over their own learning. Be flexible and give students choice where possible.

Have students reflect on their own learning and then tie their reflections back to the strategies you are using in the course to help them learn.

Actively facilitate activities so that you can coach students as they work together, and provide feedback or guidance. Circulate and approach students to hear their thinking or help them out.

Don’t rush students through active learning. This sends the message that you don’t actually value active learning and doesn’t give them adequate time to benefit from it.

Use frequent formative assessments so that students can monitor their learning, encouraging them to take advantage of the active engagement opportunities to improve their performance.

Use assessment practices that reward engagement and participation such as points for participation, peer ratings of group effort, achievement awards for group work, and group exams.

Listen to student feedback so that students feel you are on their side. Solicit feedback, and acknowledge and respond to suggestions or questions. Mid-term surveys are one way to do this.

Additional practices:

• Use supportive whole-class discussion practices; see Whole Class Discussion Practices.
• Establish a routine so that students know what is expected of them and feel more comfortable.
• Keep your cool and listen if students have trouble. You might face students who argue, are unprepared, dominate discussions, or are discouraged. Rather than reacting, listen to students and try to understand their perspectives. You don’t have to respond immediately. For students who need emotional support, listen and then refer them to the appropriate campus resource.

For more information on structuring group work, check out the Expert Recommendation "How can I set clear expectations and motivate students, so that they engage in active learning?" and "What are some strategies for the first day of class, to set the stage for student engagement?"

This material is based upon work supported by the National Science Foundation under grants DUE-2141678, 2141745, 2141769, 2141795, and 2142045.  Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.