ArticleCBE life sciences education2021
Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses.
Article in CBE life sciences education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
14 citing papers in PubMed, 25 citations in OpenAlex.
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- Resource Use in Introductory Biology: Evaluating Latent Patterns, Demographic Covariates, and Effects on Final Course Grade.CBE life sciences education · 2026Article
- Characterizing the Content and Mechanisms of Instructor Messages that Communicate Instructor Beliefs About Ability to Undergraduates.CBE life sciences education · 2026Article
- A Model for Emotional Intelligence in Biology Education Research.CBE life sciences education · 2024Article
- Co-teaching in Undergraduate STEM Education: A Lever for Pedagogical Change toward Evidence-Based Teaching?CBE life sciences education · 2023Review
- Access to Online Formative Assessments in Lower-Division Undergraduate Biology Courses: Investigating Barriers to Student Engagement.CBE life sciences education · 2022Article
- Investigating Instructor Talk among Graduate Teaching Assistants in Undergraduate Biology Laboratory Classrooms.CBE life sciences education · 2022Article
- Fostering Community and Inclusion in a Team-Based Hybrid Bioengineering Lab Course.Biomedical engineering education · 2022Article
- Frequency, topic, and preferences: Tracking student engagement with several modalities of student-instructor contact in a first-year course.FEBS open bio · 2022Article
- Predicting implementation of active learning by tenure-track teaching faculty using robust cluster analysis.International journal of STEM education · 2022Article
- Investigating Student Perceptions of Instructor Talk: Alignment with Researchers' Categorizations and Analysis of Remembered Language.CBE life sciences education · 2021Article
- Look Who's Talking: Teaching and Discourse Practices across Discipline, Position, Experience, and Class Size in STEM College Classrooms.Bioscience · 2021Article
- Am I getting through? Surveying students on what messages they recall from the first day of STEM classes.International journal of STEM education · 2021Article
Corrections and comments
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Authors and funding
8 authors at 5 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Student impressions formed during the first day of class can impact course satisfaction and performance. Despite its potential importance, little is known about how instructors format the first day of class. Here, we report on observations of the first day of class in 23 introductory science, technology, engineering, and math (STEM) courses. We first described how introductory STEM instructors structure their class time by characterizing topics covered on the first day through inductive coding of class videos. We found that all instructors discussed policies and basic information. However, a cluster analysis revealed two groups of instructors who differed primarily in their level of STEM content coverage. We then coded the videos with the noncontent Instructor Talk framework, which organizes the statements instructors make unrelated to disciplinary content into several categories and subcategories. Instructors generally focused on building the instructor-student relationship and establishing classroom culture. Qualitative analysis indicated that instructors varied in the specificity of their noncontent statements and may have sent mixed messages by making negatively phrased statements with seemingly positive intentions. These results uncovered variation in instructor actions on the first day of class and can help instructors more effectively plan this day by providing messages that set students up for success.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.