Some first day of class activities are inspiring; others are not, but does the quality of a first day activity influence student motivation and engagement? Some suggest that the first day of class matters, it sets the stage for the semester, and deserves forethought (McKeachie & Svinicki, 2006). Researchers have suggested that first day activities influence student engagement (Curtis & Hart, 2013) and in particular, activities may be helpful for increasing student self-perceptions and instructor impressions compared to going over the syllabus (Curtis & Cordell-McNulty, 2015). The purpose of the current research study was to investigate the effects of a good or a bad first day teaching activity on student self-perceptions, first impressions of an instructor, perceived autonomy support, perceived competence, and relatedness.
When Teaching Goes Bad: First Day Activities
Faculty Mentor Name
Dr. Kristi Cordell-McNulty & Dr. Drew Curtis