In every course I teach, my first and foremost goal is to establish rapport with my students. Similar to Maslow's need-hierarchy model of human motivation, I operate under the assumption that meeting students' need for acceptance and validation is a precondition that provides the social-emotional foundation for learning and growth. It has been my experience that students begin to care more about learning and become more committed to the learning process when they sense that their instructor cares about them. 

    Probably my most successful and potentially replicable instructional strategy for gaining and maintaining instructor-student rapport is what I call the "Student Information Sheet." The sheet contains questions for students to answer; the questions are divided into six general areas: (1) personal background, (2) future plans, (3) personal abilities, achievements, and distinctive qualities, (4) personal interests, (5) personal values, and (6) course expectations, expectations and interests. (See Appendix A for a specific list of questions relating to each of these six categories.)

     On the first day of class, I distribute the course syllabus, but do not spend class time systematically reviewing it. Instead, I tell students that their first assignment is to read the syllabus for the next class session, because I want my first experience with them to focus on people, not paper. I tell them that we're going to take some time to learn about each other before we attempt to learn the subject matter, then I project a transparency that contains the questions related to the aforementioned six areas. I reveal one question at a time, and have students record their answers to each question on a sheet of paper; at the same time, I write my answers on the board to the same questions (except for those questions that are student-specific, such as class standing). By answering the questions myself, I show students that I trust them well enough to reveal something personal about myself, which in turn, seems to make them feel more comfortable about revealing more of themselves to me. Also, my answering the questions with them serves to validate the exercise, suggesting that it's worthy of my time and effort as well.

     This exercise typically takes about one minute per question, i.e., 50 questions takes approximately 50 minutes. If I have a 50-minute class session, I typically use no more than 35-40 of the questions, because I want to reserve some class time to collect the information sheets and review students' names. I like to keep the process moving fairly quickly by advising students that they can use single words and phrases to answer the questions (as I do on the board). Also, short and fairly quick responses can often capture students' true thoughts or feelings in response to the question (akin to free association), as opposed to calculated, socially acceptable responses.

After the exercise is completed, I collect each student's information sheet and use it in the following ways to promote rapport with the class throughout the term.

1. On the first day of class, after I've collected all the information sheets, I call-out the names of individual students, asking them to raise their hand when their name is called so I can associate their name and face. As I call their names out, I very rapidly jot down a quick word or abbreviated phrase next to the student's name for later review (e.g., something about a distinctive physical feature or seating spot that can help me remember the student).

2. Before the next class meeting, I read all student responses to the questions and highlight one from each student's sheet that is thought provoking or stimulating. I come to the second class session with something highlighted on each student's sheet, and I start class by calling out each student's name and asking the student for a brief elaboration on the item I've highlighted (e.g., When did you move from New York to California? When you worked with handicapped children, what type of assistance did you provide?) This shows each student that I've taken to time to read their information sheets and am taking an individual interest in each one of them. The short verbal interchange I have with each student also helps me immensely in learning their names, because it allows more eye-contact time than that which occurs during a simple roll call, and it provides a distinctive event or "episode" to which I can relate (associate) their face and name.

3. Throughout the term, I use the information sheet to actively involve individual students in the course. I identify topical interests that individual students mentioned on their information sheets during the first day of class, record the student's name on a post-it sticker, and then stick it onto my class notes-next to the topic or subtopic which the student had expressed an interest. When that particular topic is covered later in the semester, I introduce it by mentioning the name of the student who had expressed interest in that topic on the first day of class. It has been my experience that students perk-up when I mention their name in association with their preferred topic, and they are often amazed by my apparent ability to remember the interests they expressed on the very first day of class at points later on in the semester. Students rarely ask how I managed to remember their personal interests, so they remain unaware of my "crib sheet" strategy. Consequently, they tend to conclude that I have extraordinary social memory and social sensitivity (which is fine with me).

4. I use one statement from each student's information sheet to create a class community-building or peer-bonding exercise that I call, "The Classroom Scavenger Hunt." (See pp. 7-11 for specific step-by-step instructions.) I also use the student information sheet for the following purposes.

5. To make final decisions about course-content coverage. I will use student interests expressed on the information sheet to help select course topics and subtopics. For example, in a course like General Psychology, in which it's impossible to cover everything, I decide on a set of core concepts or topics and use information gleaned from students' sheets to decide on what remaining "supplemental" topics I cover. I tell the class that after I've done this, which gives them a sense of input into and ownership of the course that may serve to enhance their intrinsic motivation.

6. To "connect" personally with a student who rarely speak in class or who seem "detached" For example, I may come early to class and strike-up a conversation with the student about something from their information sheet. Or, as students leave the classroom at the end of class, I typically stand by the door as they depart. When a quiet or non-participative student is leaving, I'll quickly ask that student something relating to her information sheet.

7. To connect my course with other course students are taking in the same term. One question on the information sheet asks students for their current class schedule. I make note of other courses that students are taking and attempt to relate my course to other courses that students are taking. For instance, if I'm covering mnemonic devices in freshman seminar, I will use examples for improving memory that apply to content they may be learning in other classes.

8. To intentionally form small groups or learning teams For example, I may create homogeneous groups consisting of students with the same career interests, or heterogeneous teams comprised of students from different geographical areas).

9. To personalize my written feedback to students during the term. For example, if a student initially expressed an interest in joining a student club or finding an on-campus job, I'll ask about that by writing a "P.S." at the end of the feedback I'm providing on a journal entry or exam).

10. To prepare for and personalize students' scheduled office visits. I will look over the information sheet of a student prior to an office visit and refer to something mentioned on the sheet during the office visit.

11. To personalize and enliven the process of returning student assignments in class. Periodically, before a class session when I'll be returning student assignments, I look over the information sheets just before going to class and when returning their assignments in class, instead of calling their names, I'll call out something from their information sheet. For example, I might say: "Will a future occupational therapist from Maryland please come up and pick-up your assignment?" (This demonstrates to students at later points in the term that I still know them well.)

12. To showcase students' articulate comments and insightful ideas. I will look for comments and ideas shared by students on their information sheet that may relate to a course topic and display them on a transparency when we get to that particular in class. For example, there is a question on the information sheet that asks students for their favorite quote. One student wrote: "When you point your finger at someone else, there are three fingers pointing back at you." This succinct saying artfully captured the gist of projection- a defense mechanism that I was going to cover in class. When we got to that defense mechanism, I created an overhead transparency that contained the student's quote along with her name and used it to introduce the concept of projection. (This practice serves to validate students' ideas, plus I've found that they really seem to get a charge out of being quoted; perhaps it makes them feel like a famous person.)

13. To personalize the content of my exams. I use the information sheets to construct test questions relating to individual students' interests. For instance, in a freshman seminar test covering the topic of major/career choice, I include student names on questions that relate to their particular major or career interest (e.g., "Jennifer P. is interested in both Art and Business, so she decides to major in Art and minor in Business. Approximately how many courses in Business will she need to complete a minor in this field?").

Conclusion

It's been my experience that when students are aware that you care about them, they care more about you and what you're trying to teach them. They become more intrinsically motivated, more actively involved in the learning process, more willing to take intellectual risks, and respond more positively (less defensively) to instructional feedback. The student information sheet has been my single most effective method for demonstrating to students that I care about them as individuals. It has proven to be well worth the "sacrifice" of lost content coverage on the first day of class because it creates a much more favorable first impression of the class, and because it has the versatility to be used in multiple ways-throughout the term-to connect students with the instructor, with the course, and with each other.

Appendix A 

STUDENT INFORMATION SHEET

PERSONAL BACKGROUND INFORMATION:

1. Your name (as you prefer to be called)?

2. Phone number/E-Mail number (optional)?

3. Place of birth? Places lived? Presently living on campus (where) 

   or commuting (from where)?

4. What is your class schedule for this term? (Course titles and times)?

5. How many college credits have you completed? (Freshman, sophomore,  

    junior, senior?)

6. Why did you choose this college? (What brought you here?)

7. Have any of your friends or family attended this college?

8. Have you attended any other colleges? (If yes, where and when?)

9. What jobs or volunteer experiences have you had? 

10.Will you be working or volunteering this term? 

    If so, how many hours per week? On or off campus?

11. Will you have family responsibilities this term?

12. Has anyone in your immediate family (parents or siblings)  

    graduated from college?
 

13. Intended major (already decided or being considered)? 
     How sure are you about this choice? (What lead you to this choice?

14. What are your plans (definite or tentative) after graduating 
    from this college?

15. Intended career? (If already decided or being considered) 
      How sure are you about this choice? What lead you to this choice?
 

16. What are you really good at? What comes easily or naturally to you?

17. What would you say are your most developed skills or talents?

18. How do you think you learn best?

19. What would you say has been your greatest accomplishment, achievement, 
     or success story in life thus far?

20. What three words do you think best describe you?

21. What would your best friend(s) say is your most likable quality?

22. What would you say are your personal strengths right now? What
     personal areas you would like to work on or improve?

23. What sorts of things do you look forward to, and get excited about? 

24. What sorts of things capture and hold your interest?

25. What would you say have been your most enjoyable & least enjoyable
    learning experiences? 

26. What are your hobbies? Fun activities? How do you to relax and unwind? 

27. If you had a day, week, or year to go anywhere you wanted 
     and do anything you liked, where would you go and what would you do?

28. What do you like to read?

29. When you open a newspaper, what section of it do you turn to first?

30. What's your favorite movie and/or TV program (if any)?

31. What's your favorite music or musical artist(s)?

32. Is there anyone dead or alive, real or imaginary, whom you've 
    never met but would like to meet and have a conversation with? (Why?)

33. What's very important to you?")(What matters to you the most?)
    (What is something you really care about?)

34. When you have free time, what do you usually find yourself doing?

35. When you have extra spending money, what do you usually spend it on?

36. Is there a motto, quote, song, symbol, or bumper sticker that 
      represents something you stand for or believe in?

37. If there is one thing in this world that you'd like to change, 
    what would it be? 

38. How would you define success? (What does "being successful" mean to you?)

39. Do you tend to daydream about anything in particular?

40. Do you have any heroes? Is there anyone you admire, look up to, 
    or feel has set an example worth following?  (Why?)

41. Who or what would you say has had the greatest influence on your life? 
    (In what way?)

42. If there is anything in your life that you would like to change
     or do over again, what would it be? Why? 

43. What would you like to be said about you in your obituary or at your eulogy?
 

44. Why are you taking this course?

45. When you hear "[title of the course]" what's the first 
     thing that comes to your mind?

46. What information or topics do you think will be covered in this course?

47. Have you had any other courses or learning experiences in this subject area?

48. Do you have any course expectations or goals? Anything 
    that you hope will be covered or discussed in this class?

49. Right now, how do you feel about taking this course-positive, 
    negative, neutral? (Why?)

50. Is there anything else about the course or about yourself,
    which I haven't asked, but you'd like me to know?
 
 

THE "CLASSMATE SCAVENGER HUNT":

A Proactive Strategy for Promoting Peer Connections & Building Class Community 

Joe Cuseo Professor, Psychology; Director, Freshman Seminar Marymount College (CA)

After 25 years of college teaching, I think that I have learned two important things. One is that the first few class sessions represent a critical, formative period that strongly shapes students' initial impressions and subsequent perceptions of the course. The other is that there are three critical "connections" that should be made with students at the outset of a course, namely: the student-instructor connection, the student-course (subject matter) connection, and the student-student (peer) connection.

I attempt to make the student-instructor connection by using the "student information sheet" (as previously described). I attempt to make the student-course (subject matter) connection by taking about 15 minutes of time during my review of the course syllabus to provide students with a "sneak preview" that highlights some of the more interesting and exciting course topics or issues that will be discussed during the term, and by seeking students' written input on topics that interest them. Lastly, I attempt to promote the student-student (peer) connection by a class-community building or peer bonding exercise that I call, "The Classroom Scavenger Hunt."

This classroom exercise is designed to introduce students to each other, reduce students' social anxiety, and build a sense of group trust and class cohesiveness. Step-by-step instructions for this exercise are provided in Appendix A.

In short, the Classmate Scavenger Hunt is an in-class exercise that asks all students to get up from their seats, move around the room, and discover the names and interests of their classmates. Each student is given a "scavenger list" containing personal (self-descriptive) statements that includes one of their own and one from each of their classmates, which I have drawn from the students' information sheet. 

When constructing this list, I intentionally pick statements that are distinctive and/or humorous, but not too personal or private. (See Appendix B for a sample list.) Serendipitously, I've discovered that students are almost always delighted or flattered to see something about themselves appear "in print."

Students take the list and circulate throughout the room to find classmates whose personal statements belong to them. They do this by pairing-up with a classmate, and each member of the pair takes turns trying to identify the personal statement on the list that belong to his or her partner. If the first guess does not produce a match, then the students continue to take turns attempting to identify their partner's statement. The students continue to alternate this question-asking role until a match is found for each partner, at which time the pair concludes their interaction and each member looks for another partner.

While I provide oral directions for the exercise, I simultaneously project a printed version of the directions on an overhead transparency at the front of the room, so students are able to hear them and see them. I leave the transparency projected during the exercise, so the directions can be easily checked by anyone who is initially unsure or eventually forgets what to do. (I find that this is a useful strategy for any multi-step class activity.)

 Before beginning the classmate hunt, I model what students are expected to do by engaging in a short role-play of the exercise with a student volunteer. Prior to starting the exercise, I also acknowledge that people who are shy (like me) may feel a little uncomfortable at first, but assure them that previous students have responded very positively to this exercise, and got more comfortable as it went along. I also provide the class with a rationale for why I'm asking them to do it, and inform them that I will be doing it with them. (I add a personal statement about myself to the scavenger list.)

Lastly, I thank them in advance for working with me on this exercise and remind them that they will receive course credit for the final product they submit following its completion. The final product turned-in by each student is a completed list, which contains the names of all their classmates recorded next to their personal statements. If there is class time remaining after completion of the exercise, students are asked to personally reflect on the process and briefly describe the nature of their interactions or their feelings about the exercise. For example, I've asked such reflection questions as:

(b) In the middle of the exercise, did you feel differently about it than you did at first?

(c) Were you able to predict or guess what statements belonged to different individuals based on their appearance and behavior, or were you frequently surprised?

(d) Did you find any personal statement on the list to be particularly interesting, intriguing, or memorable?

(e) Did you meet anyone in class whose interests or experiences were similar to yours?

The time needed to complete the classmate scavenger hunt typically turns out to be about one minute and a half per student. For example, in a class of 20 students, it should take approximately 30 minutes to complete the exercise. If there isn't enough class time remaining following the exercise to answer the personal-reflection questions, I ask students to complete them as a take-home assignment.

Conclusion 

The ultimate goal of the classmate scavenger hunt is for every student to connect with every one of their classmates and learn something about each of them. It has been my experience that such early peer interaction helps to create a classroom climate conducive to student participation and collaboration. For students in my freshman seminar, the exercise may also address a primary need of new students at the very beginning of their college experience, because research suggests this is a time when students are most concerned about "fitting in" and establishing social ties. I believe that the classmate scavenger hunt is a proactive strategy that addresses students' initial need for inclusion, facilitates their subsequent social integration, and promotes their eventual retention.

Appendix A 

Student Directions for Classmate Scavenger Hunt

1. Pair-up with a classmate. One of you takes the role of questioner-who attempts to find the partner's description on the list-by reading one description at a time until you find the correct "match." The other person assumes the role or respondent-who answers either "yes" or "no" to the description read by the questioner.

 2. Alternate roles (the questioner become the respondent and vice versa), and follow the same process described in step 1. 

3. Continue alternating roles until one of you finds the statement that matches the respondent. Then ask for the person's name and record it next to his or her personal statement on your copy of the scavenger list. 

4. After the first member of your pair finds the statement that belongs to the partner, the second member continues to play the role of questioner until s/he finds the first member's matching statement. 

5. After both of you find each other's matching description, move on to join another partner, and continue this pairing-up process until you have met and obtained the signatures of all students in class next to their correct self-description.

 IMPORTANT REMINDERS: 

*When you're asked a question by your partner, you can only say "yes" or "no." Please do not tell your partner the statement that describes you, or take your partner's copy of the list and sign your name until your partner has discovered and stated your description. 

* After your partner finds the statement that matches you, do not take your partner's sheet and write your name on it; instead, please say your name and have your partner record it. 

*When trying to find your partner's personal statement, try to pick statements that you think relate to that person, rather than just randomly going down the list. In other words, let's see how good you are at guessing or predicting people's interests based on their appearance or behavior. (Take a look at the list now to get an idea of the different descriptions you'll be looking for.) THANKS!

Appendix B 

Sample "Scavenger Sheet"

1. A sarcastic, former swimming instructor and future nurse, who intends to transfer to Loma Linda University: _______________________________________________ 

2. A beach volleyball player who's good in math and would love to take a spontaneous trip to Ireland:___________________________________________________ 

3. A volunteer coach and future teacher, who loves watching live bands and may transfer to the University of Hawaii:______________________________ 

4. A fire-eating stunt man who would love to go scuba-diving and glacier-walking in Antarctica:________________________________________________ 

5. A former scorekeeper and assistant trainer who's into sports management, philosophy, and USC (Trojans)____________________________________ 

6. A Hawaiian surfer and future sonographer who plans to attend Seattle University: __________________________ 

7. A computer graphics major who's good at math, loves the arts, and would like to become a cartoonist:______________________________________________ 

8. A former swim instructor, lifeguard, and peer mediator, who wants to work with kids-as a child psychologist or teacher.:________________________________ 

9. A criminal justice major who intends to transfer to Sacramento State University, and would love to go to Japan to party with family (relatives):______________________ 

10. An outstanding water polo player from Sacramento who digs "wild paintings" and punk music:____________________________ 

11. An animal lover who's almost always smiling, and would love to be a zookeeper in San Diego:_______________________________ 

12. A dance major and business minor who hopes to own her own dance studio someday:_________________________________ 

13. An extremely ticklish journalism major who's into science fiction and the Simpsons:________________________________ 

14. An actor who wants to study film and theatre, and who's good at riding any type of board on any type of surface (e.g., water, cement, or snow):____________________ 

15. Enjoys extreme sports and Italian beaches, but hates gossip and men who wear loafers: _________________________________ 

16. A jazz and opera singer who would love to live in Florence, Italy: _______________ 

17. An introspective person who has worked at the Tournament of Roses and who loves to talk about politics or history ____________________________________ 

18. Has done volunteer work at a home for battered families, and lives near Occidental College: _____________________________________________ 

19. A lover of movies and fashions shows, who would like to transfer to New York University:__________________________________________________ 

20. A bilingual future nurse who digs salsa and meringue music:__________________ 

21. A future film director with a wide range of musical interests, who admires Walt Disney and unwinds by playing golf:__________________________________ 

22. A ballistics weapons expert with great running speed, who has worked as an assistant manager of a film company: _____________________________________________ 

23. Comedian Rodney Dangerfield suddenly appeared at this person's house one day and asked if he could put a billboard on the roof:________________________________