ABSTRACT

What is the most effective way to use the first day of class? An informal survey of colleagues teaching introductory law courses on both sides of the Atlantic indicates that we appreciate the importance of the first day of class. Good instructors want to set the tone, establish expectations and build interest for the rest of the semester. How we accomplish these goals varies. A growing number of instructors are engaging in a conversation about how to ensure that the first day of class becomes a more meaningful part of the course.1 More and more frequently, we are beginning courses with experiential exercises designed to encourage students to delve into the subject matter of the course. The course I teach introduces business students to the legal environment of business, using a combination of lectures, discussion, case studies and experiential exercises. Participation, teamwork and critical thinking are important elements of the course. For years, I approached the first day of class in a fairly traditional way: I introduced myself, reviewed the syllabus and course policies, described the tests and assignments, and had each student provide a brief introduction. I then launched into a lecture on the first chapter of the text that had been assigned. As would be expected, few students were willing to participate in a discussion on the first day, even had they read the assigned chapter. It took weeks to get the students warmed up to participation and discussion. I needed to find an approach that better acculturated my students to the methodology and substance of the course from the first day.