The Semester Wake-Up Call: Communication Tips for the First Weeks
It seems like just days ago we were looking out onto summer—longer days and big plans stretching ahead. Even after a couple of decades in higher education, I still find the days leading into the fall semester a bit jarring—like waking from a dream and trying to remember what day it is.
Whether or not you’re experiencing this same sense of disequilibrium, this is a season of transition. Some of you are already back in the classroom; others will be starting in the next few weeks. Either way, now is a great time to make a plan.
Because communication-intensive teaching is often introduced through faculty communication choices—especially in those early weeks—I thought I’d share a few strategies inspired by professional communicators. My hope is that these serve as prompts for your own planning, and that our community will add to the list with your own examples and ideas.
1. The Inviting Welcome
Consider sending a welcome email to students before the start of the first class. I think of this message like the reminder email you send before a party: it sets the stage, builds anticipation, and reassures people that they’re expected and wanted.
A few things to include:
A genuine welcome. Take a minute to welcome them to the course, providing the course name/number and a quick summary (one sentence) of the class. You might consider adding some information about key projects or experiences that are a part of your course.
Key details to remember. This is a good time to remind the students about when and where they are to meet you for learning, whether in a classroom or online. If your classroom is particularly difficult to find, maybe offer some hints about how to locate the room. Or maybe you know that the room tends to be cold/hot. Sharing this kind of “insider information” will help students acclimate more quickly.
A signal that this message came from a real human (not just the LMS). Your phone and email are likely filled with messages, most of which you might just delete. To help our students value communication, consider how you make it clear that it is coming from a human, and not just a form email. There are many ways to do this. You might address the email to the individual student, using their name. Another approach is to introduce yourself and share a photo of something that you did over the summer. Whatever you choose, the goal is to help the students begin to see you as a person.
A thought or question that helps them start thinking about the course before they arrive. This can take a lot of forms as well. Consider a central question of your course or maybe a problem that students will work at solving as part of the course. These can be great ways to help students understand what to expect in the course.
2. The Written Materials
Many of us are still tweaking syllabi, updating written plans, or polishing LMS pages. It’s easy to get buried in details and lose track of clarity.
One tool I’ve found especially useful is the TILT framework (Transparency in Learning and Teaching). It helps us make our purpose, tasks, and criteria crystal clear for students, while also modeling how to communicate complex information with clarity and organization. In short, it keeps us honest and keeps our students oriented.
3. Scripting the First Day
The first day—when everyone is just a little nervous—is a perfect opportunity to establish communication expectations. Share not only how you’ll communicate with students, but also how you want them to communicate with you.
It’s also the day to begin building classroom belonging. Think intentionally about how you’ll invite students into conversation. James Lang’s First Day of Class resource is a great place to start.
A few tips:
Draft a welcome script. You don’t need to read it word-for-word, but writing it down can help you stay on message and avoid rushing to “just get to the syllabus.”
Build community through meaningful icebreakers. Icebreakers get a bad rap, often because they feel like filler. Instead, choose one that advances a first-day goal: helping students get to know you, each other, and the class.
Connect to the course: Help the students learn something on day one! Communicating what students will learn through an activity or written reflection can be a good way to start the course.
4. Make a Communication Plan
Ever realize mid-semester that you forgot to tell students something important? I’ve certainly had that moment. What helps me is developing a communication plan—a simple schedule that lays out what I’ll share, when, and through which channel.
For example, in my 100% online course, I post announcements three times a week:
Monday Memos: weekly details and a sneak peek at what’s ahead
Wednesday Wisdom: a helpful resource, an answer to an FAQ, or a quote
Friday Funny: a joke (sometimes related to the course, sometimes just for fun) plus wrap-up notes
Themed days may not be your style, but a plan—whatever form it takes—helps ensure you don’t drop the ball. It might be helpful to create a formal plan of what and how you will communicate information throughout the semester.
Moving Forward
In communication-intensive courses, we are always modeling communication. Planning for these moments at the start of the semester makes it more likely that our models will be strong.
Now we would like to hear from you! How are you preparing for your teaching this semester? What communication approaches help you set the stage?
Let’s build a list together.
Note: This article was composed by Jennifer Baumgartner and edited by using ChatGPT.