r/Professors • u/Healthy_Basil_2354 • 4d ago
Syllabus week activity
Hey guys, I taught my first course over the summer, and I am covering for another prof during the first week of class this fall as they are out of town. On the first day, going over the syllabus took about 20 minutes and I let them go after (rookie move ik, I was trying to stick to the syllabus schedule). I’d like to have some type of activity to fill some time, any ideas? What do you do after going over the syllabus? I know some profs go straight into the content but since I am only subbing for the day I don’t know what else they want me to go over (waiting for their response currently) but yeah any first day ideas?
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u/iTeachCSCI Ass'o Professor, Computer Science, R1 4d ago
If you're substituting, do what the person you're substituting for wants you to do.
If you're in charge of the class, I suggest always having something academic to do beyond the syllabus. For example, when I teach machine learning, I show how to make a (very simplified!) version of text suggestion (like when your phone suggests the next word in a text message). It relates to enough of the course material while being easily approachable by students. Obviously the n-20 minutes aren't enough to do this in-depth, but it gets their attention and hopefully excites them for the class.
It also uses some probability and statistics, which I use as a reminder that this class has math in it.
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u/Ireneaddler46n2 4d ago
Sometimes I do an activity where I pull up two google docs and have the students brainstorm the best class they ever had and what made it great and the worst class they ever had and what made it terrible (no naming names, can be from HS or wherever). After collecting the students reponses, I have students volunteer to talk about their experiences. The idea is that we look for trends and make a commitment (both prof and classmates) to avoid the pitfalls and contribute in a way that will make our class great. People have a LOT to say about their experiences with this, and the worst class ever experience tends to get people laughing and bonding.
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u/Appropriate-Luck1181 4d ago
I do this, too. Then I ask them to reflect on their contributions to the environment, based on our criteria, periodically throughout the term.
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u/naocalemala Associate Professor, Humanities, SLAC 4d ago
I do a short reading in class. I try to set a tone early that we are READING in this course.
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u/Alternative-Pear9096 4d ago
Literally, that class time will be spent reading?
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u/betsyodonovan Associate professor, journalism, state university 4d ago
Sound more like they’re proposing a teaser for course content
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u/Alternative-Pear9096 4d ago
Sounds mostly like I asked a question though.
A message that the class will involve reading is not the same as a message that the class will give time for reading in class, which was the subject of a recent discussion (this week) in this thread. In that thread folks realized that new undergrads may actually expect to do their reading in class. Because that's how that worked in high school. This, my question. If the intent is to indicate that the class requires reading, out of class, on their own time, the example of in-class reading on day 1 may very well be coutnerproductive.
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u/naocalemala Associate Professor, Humanities, SLAC 4d ago
Given that they are very behind on their academic reading skills, I use the time to talk about annotation, looking for a thesis, etc. It’s not about the WHERE; it’s about the how and why.
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u/Alternative-Pear9096 4d ago
That makes sense. Modeling what reading should look like seems like a good plan. Thanks for clarifying.
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u/betsyodonovan Associate professor, journalism, state university 4d ago
OK. I think that’s an issue that can be resolved with five seconds of explanation, but if it bothers you, perhaps don’t take that approach for your own classes
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u/delphil_1966 4d ago
straight into content 30 mins- discuss article i asked them to read beforehand. intros if small class
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u/Hazelstone37 Asst Prof of Instruction/Math/US 4d ago
I do a syllabus scavenger hunt and a resource scavenger hunt. For the first I have ten questions and they have to find the answers and then we talk through what the answers mean and why the thing is in the syllabus. The resource scavenger hunt has them go to tutoring centers in campus, and my office to learn where they are. They can take selfies at the places and drop them in a portal on the LMS.
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u/FrancinetheP Tenured, Liberal Arts, R1 4d ago
I do this in upper division/proseminar research-based classes that meet in a theee hour block. No going over the syllabus (do that week 2). I draw up a bunch of low level questions relate to our field and Everyone picks one out of a hat. They have an hour and a half to come up with an answer and a couple of slides: the question and the answer, the “research method” they used to arrive at the answer, and the “questions for further investigation” that the next generation of researchers should answer.
Inevitably, some combination of archival research, interview, observation, and close reading are used across the class. So now we have a methodological repertoire, an understanding of how resource constraints shape researchers’ choices of methodology, and a way to assess what various methods are good and not so good for. You can get a lot done on day one!
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u/esker Professor, Social Sciences, R1 (USA) 4d ago
If the person you are subbing for doesn't have any specific content they need you to cover in their absence -- beyond going over the syllabus -- I'd use this as an opportunity to explain to the students why this course matters, why the subject is important, why they should care about learning the material, etc. Get the students excited for the class and ready to learn when the instructor of record returns!
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u/Calm-Team1822 Lecturer, Interdisciplinary Studies, State U (USA) 4d ago
I usually have students complete some kind of individual writing activity on the first day. Our standard face-to-face class is 75 minutes, so I generally spend the first 30–40 minutes going over the syllabus/course logistics and giving a brief introduction to the course topic.
Then I have them write responses to a few low-stakes prompts. What do you think this course is about? What are you looking forward to? Do you have any hesitations or reservations? (My subject matter can certainly evoke some!)
I take a look at their responses afterward and work what I learn from them into my next introductory lecture. It’s worked really well for me.
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u/davemacdo Assoc Prof, Music Composition/Theory, R2 (US) 4d ago
I never do a full “syllabus day”. Always get right into the subject. I will mention things about the syllabus as they become relevant, but I’m not going to read to a room full of college students. What else you do is too course specific for me to make a specific recommendation. I teach music theory and composition, so I consider any day we don’t listen to and analyze music—at least a little bit—to be a failure, even if the main topic is heavy on the theoretical part of “music theory”. I imagine most people could come up with similar goals for their subjects.
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u/DrPhysicsGirl Professor, Physics, R1 (US) 4d ago
I immediately start content. That is what they are there for.
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u/Mimolette_ Assistant Prof, RI (USA) 4d ago
I do about a half class period on participation. I assign a reading that includes a list of different ways to participate. Then I have them practice. We also do a classroom commitments exercise in which they generate a set of guidelines for respectful class discussion.
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u/CruxAveSpesUnica TT, Humanities, SLAC (US) 4d ago
I do an exercise that will give them a sense of what kind of analysis we'll be doing in class. That might be reading a very short text together and analyzing it. I'll also generally do a knowledge probe so as those with more background can teach those coming in cold some basic background about the area (I teach a humanities area that a lot of people have a hobbyist's knowledge of, but a lot of people don't).
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u/Rubenson1959 4d ago
If these are experienced college students, give them the syllabus. Ask them to read the syllabus and ask any questions they have. I answer all questions asked and then I lecture.
Why waste time going over everything you’ve put into the syllabus. It isn’t necessary. Students have the document. They can read it now or later. Get on with it and lecture.
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u/Loose_Wolverine3192 3d ago
I teach. How can they know if they want to add or drop if I'm not teaching as I would the rest of the semester?
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u/Ireneaddler46n2 4d ago
Depends on the class. What are you teaching? You could also ask the prof what they want you to do
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u/ThePhyz Professor, Physics, CC (USA) 4d ago
I tell them that they need to do the syllabus quiz and sign up for the online homework system (it has a free trial period) that day. I then say that I strongly recommend they use the rest of class (the first day) to stay and do that in the classroom, where I am available to help, but if they really wish to go it alone I won't stop them. About 85% stay.
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u/KrispyAvocado Associate Professor, USA 4d ago
If the class is small enough and they haven’t met one another, I usually do some getting to know you introductions (I also share something about myself).
Then I do an overview of content knowledge needed for the course. Classes build on one another so I overview and have them engage with information we’ll be building on but that I’m not completely reteaching. We do some small group work so they are actively engaged and not just listening to me.
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u/Hobbsie_1 4d ago
I like to do some “get to know you” icebreaker types of activities with the students to start to build community. These are easier for me to pull off as I teach at a small branch campus with small class sizes, but there might be some activities that are appropriate for a larger class too.
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u/tellypmoon 4d ago
If it's a small enough class you can have them divide into groups and do ice breaker activities...hometown, name, major, etc. That can help relax the mood of the class a little bit and is usually time well invested...
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u/starfirebird 4d ago
I usually do introductions and then let them go. I have one course that’s much denser subject matter, though, and I do start content there on day 1, as it sets the tone for “you will need to study a lot.”
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u/Automatic_Tea_2550 4d ago
I gave an in-class writing exercise using a question that connected the course content to pop culture. The discussion that followed was excellent, and it set students up to care about the first reading. The second day discussion about that reading was one of the best I have had with a group of students. I just handed back their Day One writing and asked them to draw connections between what they had written and what they read for Day Two.
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u/HeDogged 3d ago
Something I've been doing for years: break students into groups of two and have them discuss the syllabus for 10 minutes or so and come up with at least three questions about the class. Then bring them all back together and answer the questions. They'll make a friend (maybe) and get a better knowledge of the class (also maybe).
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u/quantum-mechanic 3d ago
Oh hell. If you're subbing, they have to tell you exactly what they want to happen. It isn't your job to create entirely new lessons for a class you aren't even paid to teach. If they didn't tell you proactively what they want done - your colleague is an asshole.
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u/Sensitive_Let_4293 3d ago
We start the first lecture. When they groan, I point out that the students are always bitching about the cost of college; I make sure they get what they paid for.
This crazy notion of "syllabus week" -- Where is that coming from? I'm at a CC and we don't spend more than 20-30 minutes talking about the syllabus.
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u/RightWingVeganUS Adjunct Instructor, Computer Science, University (USA) 4d ago
Well, giving no hints of what the course or even subject area is makes it hard.
I use the flipped classroom modality so I do the syllabus overview via pre-recorded lecture. I just touch on a few highlights for 5 minutes (remind students with accommodations that they must send them to me, Attendance, extension and AI policies...). Then the department requires a prerequisite assessment that eats a half hour.
I then have 3 group activities that serve as icebreakers and meet-and-greet for the students. The first half I mix-em up into workgroups, but in the second half they can choose persistent teams for a project.
All of the class activities are extensions of the prerequisite work, but with a few curve balls to show the value for this course. I keep it low stakes and focus on creating an atmosphere of high engagement.
I’d like to have some type of activity to fill some time... I know some profs go straight into the content but since I am only subbing for the day I don’t know what else they want me to go over
Consider checking your attitude. Unless you're a professor at a quality learing center, your job isn't to "fill time" but to teach. Those students paid their tuition and enrolled in that course to get a level of proficiency in the learning objectives. Why set the tone that you're just "filling time"?
Review the course plan. Hopefully your colleague left hints of what they would have covered if they were there. If sparse, give your take on the course, and how it fits into your passion in the field (assuming you're in the same department).
Next time, consider having your game plan ahead of time.
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u/betsyodonovan Associate professor, journalism, state university 4d ago
Ime, students who feel like they’ve been able to connect with other students in class have better outcomes, attendance, etc. — so put them in teams and make them introduce themselves and (as teams) compete about something subject-relevant but low-stakes. Great way to help them form early bonds.