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It explains how instructors can introduce themselves as scholars and educators, share relevant personal and professional background, and help students feel included through structured introductions. The material also covers planning a welcoming classroom environment, coordinating seating and accessibility needs, and setting course expectations through a clear roadmap, course overview, and presentation of required materials, supported by classroom contract ideas.",{"@graph":63,"@context":123},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/vanderbilt-university-first-day-of-class/350479/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/vanderbilt-university-first-day-of-class/350479.png","ImageObject",442,249,{"name":88,"@type":89},"Jacob","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-30","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",13,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115,119],{"name":106,"@type":107,"acceptedAnswer":108},"Why is the first day of class important for instructors?","Question",{"text":109,"@type":110},"It helps instructors present their vision of the class, share how they will teach, and clarify what students are expected to contribute to learning. It also allows students to balance scheduling and course demands early on.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"What information should instructors consider sharing when introducing themselves?",{"text":114,"@type":110},"Instructors can share personal, educational, or teaching biographies, such as background, expertise, current projects, and future plans. The guidance emphasizes considering how much students need to know versus what is appropriate to reveal.",{"name":116,"@type":107,"acceptedAnswer":117},"How can the classroom introduction be made more welcoming for students?",{"text":118,"@type":110},"Instead of only asking general questions like name or major, instructors can ask questions connected to the course subject and the environment they want to build. Examples include using maps for geography/history and asking students how mathematics enriches their daily lives.",{"name":120,"@type":107,"acceptedAnswer":121},"What steps does the guidance suggest for improving the room environment during introductions?",{"text":122,"@type":110},"Instructors should ask students to comment on acoustics and visibility, then adjust and optimize seating. Students may also identify needs for microphones, lighting changes, seating arrangements, or other environmental controls.","https://schema.org",{"og:url":78,"og:type":125,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":127,"canonical":78},"index,follow",{"doc_id":129,"site_id":56},350479,1791720825,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":88,"user_avatar":134,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":140,"language":141,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":61,"update_tm":145,"read_time":76},962084931830,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","# Vanderbilt University\n\nCenter for Teaching  \nFirst Day of Class  \nThe first day of classis your opportunity to present your vision of the class to prospective students.It is helpful if you canintroduce yourself as a scholar and educator and provide insight into how you will teach the class and what you will expectthem to contribute to the learning process.  \nConsider that several of your students may be “shopping”for a schedule the first week of classes.They may be looking for aclass that will fil a particular time slot,include a particular learning environment(i.e.lab-based or lecture style),or a classwith a certain workload to balance the demands of their other courses and extra-curicular responsibilities.Thus,studentswillappreciate a clear roadmap of what you will require of them over the course of the semester.You may also want to model,as specifically as possible,the classroom environment you intend to foster during the class.For example,if they will spend agood deal of time doing group work over the course of the semester,you may want to break them into groups the first day.  \n◆ The Inviting Classroom  \n● Course Expectations and Requirements6 Additional Resources  \n◆ Summary Checklist  \n## Welcoming:\n\nHow to Create an Inviting Classroom  \n“Professors who established a special trust with their students often displayed the kind of openness in which they might,from time to time,talk about their intellectual journey,its ambitions,triumphs,frustrations,and failures,and encouragestudents to be similarly reflective and candid.”  \n-From the chapter\"How Do They Treat Their Students”in Ken Bain's What the Best Colleage Teachers Do(Harvard Press,2004),available in the CFT Library  \n## Introduce Yourself\n\nThe point of an introduction is to establish yourself as a unique individual sharing the classroom with other uniqueindividuals.Other than providing your nane and the name of the course you're teaching,here is some information you mayconsider sharing:  \n·Personal biography:your place of birth,family history,educational history,hobbies,sport and recreational interests,how long you have been at the university,and what your plans are for the future.  \n●Educational biography:how you came to specialize in your chosen field,a description of your specific area of expertise,your current projects,and your future plans.  \n● Teaching biography:how long have you taught,how many subjects/classes have you taught,what level of class younormally teach,what you enjoy about being in the classroom,what do you learn from your students,and what youexpect to teach in the future.  \n●In making your decision about what information to share,consider how much you want them to know and how muchyou want to reveal about yourself.  \n## Allow the Students to Introduce Themselves\n\nThis is your opportunity to focus on students as unique and diverse individuals.Consider how introductions can lead into aproductive and welcoming classroom environment.Instead of just asking general questions concerning their name,major,and years at Vanderbilt,ask them questions that are pertinent to the subject and the atmosphere you want to build throughthe semester.Here are some examples:  \n●In a geography or history class,you may want to ask students to introduce themselves and explain where they arefrom.You could mark these places on a map of the world as they talk.  \n●In a matb class,you may want to ask the students to introduce themselves and state one way mathematics enrichestheir lives every day.  \n●You may also want to have the students break into pairs,exchange information,and introduce one another to the class.  \nThis may also be a good time to give your students an exereise that enables teachers to assess the state of their students'previous or current learning.Examples of these Clasroon Assessment Techniques(CATs)can be found on our Web site,butinclude the following.  \n●The Background Knowledge Probe is a short,simple questionnaire given to students at the start of a cou","cbCailVCg3IphBGb","https://ap.wps.com/l/cbCailVCg3IphBGb","pdf",649048,8,"English","# Vanderbilt University\n## Center for Teaching\n## First Day of Class\n## The Inviting Classroom\n## Welcoming: How to Create an Inviting Classroom\n## Introduce Yourself\n## Allow the Students to Introduce Themselves\n## Discuss and Evaluate the Room Environment Together\n## Truth in Advertising: Course Expectations and Requirements","[{\"question\":\"Why is the first day of class important for instructors?\",\"answer\":\"It helps instructors present their vision of the class, share how they will teach, and clarify what students are expected to contribute to learning. It also allows students to balance scheduling and course demands early on.\"},{\"question\":\"What information should instructors consider sharing when introducing themselves?\",\"answer\":\"Instructors can share personal, educational, or teaching biographies, such as background, expertise, current projects, and future plans. The guidance emphasizes considering how much students need to know versus what is appropriate to reveal.\"},{\"question\":\"How can the classroom introduction be made more welcoming for students?\",\"answer\":\"Instead of only asking general questions like name or major, instructors can ask questions connected to the course subject and the environment they want to build. Examples include using maps for geography/history and asking students how mathematics enriches their daily lives.\"},{\"question\":\"What steps does the guidance suggest for improving the room environment during introductions?\",\"answer\":\"Instructors should ask students to comment on acoustics and visibility, then adjust and optimize seating. Students may also identify needs for microphones, lighting changes, seating arrangements, or other environmental controls.\"}]","Vanderbilt University - First Day of Class | PDF",1790089250]