Teaching is an art improved by the experience of what works best in your course. Think for a moment. What would you consider the most important thing that has to take place in your class at the start of each semester? If this were a lecture session, I could turn this question into a quick ice breaker activity and begin the first class meeting by having each student answer on a piece of paper (or in the chat for a virtual session) that same question. The chances are good that most student answers would include either the word syllabus or something covered in your syllabus (e.g., grades, late work, attendance). From experience, I would then answer the question by distributing the syllabus, highlighting elements that students identified as necessary, and then ensuring that your learners understand course requirements that may not strike them as critical.
As an instructional designer and adjunct instructor, I have encountered many instructors who use creative and engaging methods to get students to read and understand their syllabi. One category of methods is ice breaker activities, such as the one described in the opening of this article. Ice breakers help students engage with one another, the instructor, and the course materials (including the syllabus). There are all types of ice breakers and different reasons for using them. A quick Google search of terms such as "ice breaker college syllabus" should produce plenty of ideas, such as those provided on Mohawk Valley Community College's Ice Breaker Activities page. Plenty of ideas exist online that you can modify and use based on your teaching style and what you consider essential in your syllabus. Other excellent sources of ice breaker ideas are your faculty peers, UHCL's Center for Faculty Development, and OIT's Instructional Design and Technology team. Here is one ice breaker option for your consideration:
Syllabus Reconnaissance Ice Breaker
- Have students read through the syllabus.
- Students should place a star (★) next to at least five critical details.
- Students should place an exclamation point (!) next to items about which they are excited.
- Students should place a question mark (?) next to items about which they have questions.
- Have students submit their annotated syllabus document during the face-to-face class or online in a Syllabus Reconnaissance Icebreaker assignment dropbox.
Whatever strategy you employ to start your semester and your classes, make sure that it is effective for you and your learners. It may take some trial and error. However, in time, you can develop your personalized "toolbox" of activities that align with what, how, and who you teach. All the best to UHCL's full-time and adjunct faculty as we start another exciting new semester!
