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ERIC Number: EJ883206
Record Type: Journal
Publication Date: 2010
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0098-6283
Does the First Week of Class Matter? A Quasi-Experimental Investigation of Student Satisfaction
Hermann, Anthony D.; Foster, David A.; Hardin, Erin E.
Teaching of Psychology, v37 n2 p79-84 2010
Teaching experts suggest that establishing clear expectations and a supportive environment at the beginning of a college course has a lasting impact on student attitudes. However, minimal empirical evidence exists to support these suggestions. Consequently, we randomly assigned instructors to either begin their course with a reciprocal interview activity aimed at these goals or in their typical fashion. At term's end, students experiencing the activity (n = 187) reported greater clarity regarding their course responsibilities, more support from their instructor, and greater course satisfaction on both official evaluations and experimenter-administered measures, compared to students who had not (n = 190). These results contribute to a converging body of evidence regarding the effectiveness of reciprocal interviews and similar activities generally. (Contains 2 notes, 1 table, 2 figures and 2 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A