Scholar Maryellen Weimer noted in her work "It's a Myth: Nobody Knows What Makes Teaching Good" in Teaching College, Collected Readings for the New Instructor that the consistent elements of effective teaching include:

• personal enthusiasm (which she notes tends to be contagious to students),

• clarity of discourse and presentation,

• an ability to stimulate and arouse interest from listeners,

• knowledge (both competence with respect to the actual content of instruction and an evident love of the subject matter).

Weimer stressed that these characteristics emphasize "thorough, up-to-date knowledge of the subject matter; clearly defined instructional objectives; and a genuine commitment to teaching" (p. 43).

What are you thoughts? What do you think contributes to an excellent teacher?

(Adapted from New Faculty: A Practical Guide for Academic Beginners by Christopher J. Lucas and John W. Murry, Jr.)

The first day of class represents an opportunity to get your course off to a good start. Don't just tell students your name and hand out the syllabus (important document, though it is). Keep in mind that the opening session sets the tone for the entire semester. It should be a time to anticipate students' unspoken questions and to address them directly:

• Who's the teacher of the course and are they any good? Introduce yourself, briefly share information about yourself: credentials, degrees, professional background. But also include your areas of interest. Share something about yourself as an individual human being.

• Who else is taking this course with me? Take the time to have students introduce themselves to one another and, time permitting, to the class as a whole. No one should leave class without learning the names of at least 3 other students.

• What's this course about? Refer to the syllabus and share an overview of the class. Express your enthusiasm for your topic and show your students you're interested in the course and in their success. If you are not interested in your own course, do not expect your students to become involved either.

• Will I enjoy this class? Explain what you require of your students and the course objectives. Indicate when, where, and how students can get help when they need it.

• How do I get a good grade in this course? Explain in detail what evaluation procedures will be used. Explain the basis for your grading. Offer concrete, specific suggestions on studying, preparing for class, and reviewing the material. Include test-taking tips.

(Adapted from New Faculty: A Practical Guide for Academic Beginners by Christopher J. Lucas and John W. Murry, Jr.)

Review this sample checklist from fellow faculty at Columbia State: Pre-term checklist 

Review these sample checklists below to construct your own: Start of Semester Checklist from ETSU 

Advice for New Faculty: Start with the Syllabus. Focusing on the syllabus at the front end helps the teacher focus his or her ideas and bring all of his or her learning philosophies together in one place (keep reading this article by Jennifer Patterson Lorenzetti).

Possible AI Syllabus Statements (from TBR AI Learning Collaborative): A continually updated document outlining various syllabi policies for AI generative tools, providing guidance. See more from the TBR AI Learning  Collaborative. Also refer to TBR Policy: 1.08.10.00 Use of Artificial Intelligence

Mindset GPS Syllabus Checklist: What is a Mindset GPS syllabus messaging checklist? This checklist is designed to help you evaluate and reflect on the messages conveyed in your course syllabus so you can embed motivationally-supportive language throughout it. We encourage you to review your syllabus, focusing each time on one of the three learning mindsets. 

AI Syllabus Statement Template: A customizable syllabus statement template to help instructors transparently communicate the role, use, and ethical considerations of AI technologies in their courses, from the TBR AI Learning Collaborative.

Beyond Syllabus Week: Creative Strategies to Engage Students from Day One. 

Ever wonder why students don't read the syllabus, despite the time and effort we put into creating it? It serves as a contract . . . yet many students simply aren't motivated to read it (continue reading this article by Dr. Joanne Ricevuto).

Start-Up Anxiety: Professor Shares His Fears as a New Semester Begins. 

I have often said to my friends who don't teach that the week before fall classes begin is a tough time for me. The students are coming back and the campus is abuzz (continue reading this article by Dr. Peter Kakela).

Support GPS on the First Day. This activity provide example scenarios/activities, based on the article How to Teach a Good First Day of Class by James Lang, that you can implement during your first day of class that would support your students’ learning mindsets. For Sense of Belonging, actions include arriving 10 minutes early and asking students to introduce themselves in small groups. 

1st Day Student Survey: On the first day of the course, ask students key questions to learn more about them. Surveying your students was also suggested as an active learning technique to appreciate their current skill levels, but additional questions can be added to appreciate student issues around belongingness (e.g., What concerns or questions do you currently have about the course?). Here is an example used in one of our courses. Then once collected, reach out to students individually over email (or create a single class email summarizing and addressing the major concerns/questions raised). (Sense of Belonging, number 1). 

Mindset Supportive Welcome Message: A welcome message can be an initial strategy to promote a better Sense of Belonging, but you also can consider adding elements of Growth Mindset and Purpose & Relevance as well. This includes a sample template to adapt. 

Check out how Walters State prepped for Week 1 of the Fall 2025 semester!

Visit the extensive OER resources from Pellissippi State Community College which includes:

• Introduction to OER

• OER Handbook for Educators 1.0

• OER Collections

• from the Tennessee Board of Regents (TBR): Tennessee Open Education flyer

• from the Tennessee Higher Education Commission (THEC): Tennessee Open Education

See below for Term Start activities to explore; click on activity titles below for more information.

Mindset GPS Syllabus Checklist: What is a Mindset GPS syllabus messaging checklist? This checklist is designed to help you evaluate and reflect on the messages conveyed in your course syllabus so you can embed motivationally-supportive language throughout it. We encourage you to review your syllabus, focusing each time on one of the three learning mindsets.

Mindset Supportive Welcome Message: A welcome message can be an initial strategy to promote a better Sense of Belonging, but you also can consider adding elements of Growth Mindset and Purpose & Relevance as well. This includes a sample template to adapt.

Support Mindset GPS on the First Day. This activity provide example scenarios/activities, based on the article How to Teach a Good First Day of Class by James Lang, that you can implement during your first day of class that would support your students’ learning mindsets. For Sense of Belonging, actions include arriving 10 minutes early and asking students to introduce themselves in small groups.

Current Confidence and Prior Experience Survey: At the start of a course or new unit, have students reflect on their current confidence and prior experience in the skills that they are about to learn. Check out an example used in one of our courses. Then, at the end of the course (or unit),  have students respond again to reflect on how their confidence and experience with those skills improved. As a variation on this activity, you also can have students reflect on what’s helped (or not helped) them learn similar skills in the past. (Growth Mindset, number 1). 

Student Interest Survey: At the start of the course, collect a survey to assess students' (a) interest and prior knowledge in your course topic, (b) interest in pursuing particular majors/minors, (c) interest in future careers, and/or (d) general interests and hobbies in life. (Purpose & Relevance, number 1).

1st Day Student Survey: On the first day of the course, ask students key questions to learn more about them. Surveying your students was also suggested as an active learning technique to appreciate their current skill levels, but additional questions can be added to appreciate student issues around belongingness (e.g., What concerns or questions do you currently have about the course?). Here is an example used in one of our courses. Then once collected, reach out to students individually over email (or create a single class email summarizing and addressing the major concerns/questions raised). (Sense of Belonging, number 1).

Value Writing Interventions: This is a writing exercise that students can complete one or more times during the semester. In this activity, students reflect on beliefs that help them stay motivated. Specifically, this activity asks students to focus on reasons for learning that go beyond the typical motives of making money or making family proud. 

Sense of Belonging Interventions. This is a writing exercise that students can complete during the semester. In this activity, students reflect on how their experiences in college may change over time. Specifically, this activity asks students to read example quotes from other college students and reflect on how their own feelings of belonging on campus may be similar to their peers.