First Day of Class

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Where the Class You are Teaching Fits

Faculty need to understand where the class they are teaching fits in with the curriculum and any prerequisites students need before they can take your class. Core classes are those that all students must take in order to receive a degree in the College of Business regardless of their major. Majors are required to take various upper division classes and electives in order to graduate. The ISU catalog and your department provide information on where the course you are teaching fits in to the College of Business curriculum.

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The Syllabus

Faculty distribute a syllabus on the first day of class. Copies of syllabi from previous semesters are available in BA 202 from the secretarial support staff. Consult with your department about policies and procedures for preparing the your syllabus. Once your syllabus is prepared you need to provide the support staff with a copy to keep in file in the main administrative offices. If more than one faculty member teaches a course, plan on collaborating with them to prepare your syllabus and course materials. Various skills and topics are taught in College of Business classes and faculty have developed syllabi to meet these requirements.

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Contact Information: Instructor's Phone, E-mail, Office Hours

Contact information should include the basics about how to contact faculty. You may also want to let students know your preferred method of contact and other information. For example, if you prefer that they call you at the office instead of at home you should let them know that. You should also let students know how often you check email or phone messages and how soon they can expect a reply.

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Prerequisites -

List the prerequisites for your class on the syllabus and indicate to students that they will have to sign a form the first day of class indicating they have met the requirements to take the class. Consult with your department chair if students indicate they are an exception or if they indicate they were advised to take the class without the prerequisites. Faculty should also indicate that students without the prerequisites or permission to take the class are administratively dropped from the course.

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Class Information, Where and When Taught -

The syllabus should include information about where and when the course is taught. List the room number and the time as given in the class schedule for the current semester.

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Goals and Description of the Class -

The syllabus should list a brief description or overview of the class and the goals for the semesters. Faculty should consult the syllabus from a previous semester and their department to determine the specific goals for the class they are teaching.

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Book and Other Materials -

List the textbook title, author and edition you are using in the course. Faculty should also list any other publications or materials they require or recommend. For example, if a newspaper or magazine is required for the class, faculty should indicate that information. Students may also be required to purchase workbooks, case studies or other printed materials. List that information in this section of the syllabus.

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Technology Needed to Access Course Materials or Prepare Assignments

Many classes in the College of Business use and require technology supplements. Examples include Internet access, calculators or software programs. Internet access may be required to collect data, access readings or download materials for the class. Calculators are used in classes involving quantitative problem solving. The technology component of the class should indicate if students are required to use specific computer programs or software that they will need to purchase or install on their computer for the class.

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ADA Statement

Faculty should a statement on disabilities in their syllabus. Idaho State University provides faculty with a statement for use in their classes that you can download to include in your syllabus. Further information is available from the ADA and Disabilities Resource Center 282-3599, Graveley Hall 123 Box 8121.

Disabilities Atatement

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Class Conduct and Professionalism

Faculty may want to include a section discussing class conduct and professionalism. You should consult with your department about policies and guidelines to incorporate in the syllabus.

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Types of Assignments and Exams

Your syllabus should provide students with specific information on the kinds of assignments they will be expected to complete, when they are due and whether or not you accept work that is turned in after the due date and time. More detailed assignment instructions and information can be provided throughout the semester. General information on assignments alerts students that they will be part of the process for evaluating learning.

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Policies Regarding Late Work, Attendance and Absences

Faculty should communicate policies regarding late work, how to turn in assignments, whether or not there are opportunities to make up assignments or exams and attendance policies.

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Class Calendar Listing due Dates and Exams

The syllabus should include a class calendar listing the days when class meets. A calendar typically includes readings and assignments along with references to the book, page or Internet address where students can find the material. Listing due dates for assignments and noting when exams are scheduled allows students to plan their semester.

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Grading

Your syllabus should include a list of the activities, assignments, projects and exams that you will use to evaluate student learning. Include information on how you will weight the graded activities in calculating the grade for the class. Faculty should also discuss policies about making up missed work, late papers or incompletes. Your syllabus should note that both faculty and students are required to fill out a contract before an incomplete can be assigned for the class. Faculty should also consult with their department about grading policies and procedures for the course they are teaching.

Click here to download the Incomplete Form

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Handing Out the Syllabus and Talking About the Class: Your Expectations and Theirs

Handing out the syllabus on the first day of class and giving students the opportunity to read it and ask questions helps develop expectations for the semester. You may want to give students time to read the syllabus and then explain the importance of the material you'll be covering in the semester both in the College curriculum and in their career. Faculty should use the first day to hand out sign up sheets for newspapers or magazines you plan to require or recommend. If you plan on using a seating chart in your class, you may want to mention that to students and ask them to find a seat for the semester and sit there during the next class period.

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Encouraging Questions About Class Policies and the Class Content

Faculty should encourage students to ask questions and discuss their expectations for the class. You can ask for questions or try to encourage discussion by developing an activity for the first day of class. Activities might involve a brief reading illustrating how what you teach is used by business or a team project in which students develop a set of questions for your to answer about the class or topics related to the class.

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Introducing Yourself to Students

Building a learning community in your class is enhanced if students know each other and their instructor. You may want to introduce your self to your students and talk about your expectations for the class and your teaching philosophy. You may also want to ask your students to introduce themselves to the class so you can get to know them and find out about their expectations for the class.