Abstract
Research has shown that first-day practices affect students’ motivation, grades, and end of the semester ratings of the professors. However, research on student preferences of first day practices has been conducted at public, predominantly white institutions and has not investigated if first day preferences differ at a private or historically Black university. Therefore, to investigate consistency in preferences across generations and possible differences in preferences at a private Historically Black College or University (HBCU) we assessed first day preferences and compared our results to the original study (Perlman & McCann, 1999). We sampled 230 predominantly Black students from a small private HBCU. Our findings are similar to Perlman and McCann’s results, indicating that students desire a general overview, details about grading, and getting to know the professor. Students also disliked poor use of class time and beginning course material on the first day. Analyses revealed differences in the preferences of third and fourth year students compared to first and second year students. Analyses also indicated that in our sample a smaller proportion of students cared about first day information being presented in an understandable contest, and that a higher proportion of our sample cared about setting a fun tone and disliked an uncaring or intimidating environment in contrast to Perlman & McCann’s original study.
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Recommended Citation
Eskine, Katherine E.; Hammer, Elizabeth Yost; Gramlich, Charles E.; Cohen, Jeremy; and Schulte-Gipson, Lisa
(2017)
"Students’ Perspectives on the First Day of Class: A Replication,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 11:
No.
1, Article 5.
Available at: https://doi.org/10.20429/ijsotl.2017.110105
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