First Impressionsstudents who experience informal interactions tend to be more motivated, engaged, and actively involved in the learning process (Thompson, 2001; Woodside, Wong,Weist, 1!!!"# $erception of faculty has been identified as a primary agent of college culture, and has an important influence on the attitudes, interests, and values of college students (%hic&ering 'eisser, 1!!(; )ambert, Terin*ini,)attuca, 200+; $ascarella, 1!,0b; $ascarellaTeren*ini, 1!!1, 200-; Thompson, 2001".aculty members allowing students to use their first names are perceived as higher in warmth, approachability, and respect in comparison to faculty members who are addressed by formal titles (/c0owellWestman, 200-"# Why1First Impressions and Professor Reputation: Influence on Student Evaluations of InstructionBuchert, Stephanie; Laws, Eric L.; Apperson, Jennifer M.; Bregman, Norman J.Social Psychology of Eucation! An "nternational Journal, #$$%&No'2We examined the effects of professor reputation versus first impressions on student evaluations of instruction# 3tudents in 1! $sychology courses completed course evaluation surveys either before meeting the instructor or 2 wee&s into the semester# 4oth groups then completed the course evaluation again at the end of the semester# 5nli&e evaluations completed prior to meeting the professor, students6 ratings 2 wee&s into the semester did not differ from end7of7semester evaluations# Therefore, students considered first impressions more important than professor reputation as determinants of their end7of7the semester evaluations# 'esults suggest that students form lasting impressions within the first 2 wee&s of classes#8 0uring her time at 9arvard, :alini ;mbady performed an experiment to examine the effect of first impressions on perception# =n this study, she divided students enrolled in a college class into two groups# 3he showed each group video clip of the professor 2in action8# >ne group saw clips which depicted the professor as cold and uncaring# The other group saw clips which portrayed the professor as warm and caring# ?ach student was as&ed to write an evaluation of the professor after viewing the clip# ;t the end of the semester @ the students who saw the videos depicting the professors as warm and caring still described him as warm and caring# Those who began the semester thin&ing the professor was cold and uncaring ended by describing the professor as cold and uncaring#3tudents in a physiology course at )oyola 5niversity %hicago 3tritch 3chool of /edicine were as&ed to evaluate 1A professors who lectured during the course# 3tudents had the option of evaluating each professor at the start of the course, or waiting until the course ended# 3tudents were allowed to change their minds before the evaluations were finali*ed at the end of the course#The study, published in the 0ecember 2010 issue of the Bournal A'ances in Physiology Eucation, included 1CC students# Twenty7six percent filled out evaluations at the start and A- percent waited until the course ended# :ine percent did not submit evaluations#The scores professors received on early evaluations were mar&edly similar to the scores they received on evaluations made after the course ended# (=n statistical terms, the correlation was #!1#" ;nd students rarely changed their minds about professors 77 only ( percent of evaluations were revised before the evaluations were finali*ed#.irst =mpressions 3yllabus 'edesign%ontent)anguage DisualContentMandatory Content: (LACCD)Office hoursContact informationApproved Course SLOsBasis of GradingWork ProductGrading CriteriaAccommodation Statement for Students with Disai!ities"eference to the student code of conduct as it app!ies to academic dishonest#$ou can not count attendance as part of the grade or take off points for !ack of attendance )earner7%entered 3yllabus2; learner centered syllabus reEuires that you shift from what you, The instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development8 (0iamond, p# xi"#What else should it have1Teaching $hilosophy$urpose of the course%ourse >bBectives>ther student resources on campus (labsF counseling F financial aid G" Textboo& =34: number3tudy s&ill suggestions>nline resourcesdifficult7to7obtain materials li&e videos, readings, charts and graphs#?stablish a pattern of communications between instructor and student %ourse title, number, creditsTime, 0ates)ocation)ist =mportant %ampus dates (drop dates, registration dates, etc#"$rereEuisites to the course3yllabus )anguage%&he dead!ine for comp!eting the homework is the da# and time of the app!ica!e 'idterm( NO LATE WORK WILL BE ACCEPTED( )ai!ure to do the homework *that is+ fai!ure to practice,rehearse,prepare for tests- is a sure wa# to fai! an# Co!!ege course( &his s#!!aus is ased on the e.pectation that the student wi!! put in at !east two hours of homework for ever# hour in c!ass( A!! students are e.pected to arrive on time and sta# for the entire c!ass( Late arriva!s are disruptive to oth the !ecturer and students( Once #ou are seated+ do not !eave the room+ as such comings and goings are disruptive( Students must turn off a!! pagers and ce!! phones whi!e in c!ass( Students are encouraged to ask /uestions and make comments on the !ecture materia!( &his shou!d e done in a courteous manner # raising one0s hand and eing recogni1ed( Side conversations etween students that disrupt the f!ow of the !ecture wi!! not e to!erated as the# are a distraction to other students( 2t is the student0s responsii!it# to manage his or her academic work!oad(2t is the students0 responsii!it# to know a!!Add and Drop dates and procedures+ and to fo!!ow procedures # the dead!ines( A!so+ p!ease e aware of )inancia! Aid opportunities+ and specia! programs such as 3OPS+ '3SA+ and 2nternship possii!ities( DSPS students shou!d inform me ASAP in order to make an# app!ica!e arrangements( 3.cept for ott!ed water+ no food or drink in the c!assroom(42'egular and punctual attendance is expected from all of us# 5nli&e most other courses, missing Bust one mathematics class will immediately place you at a disadvantage because it is difficult, if not impossible, to catch up on the missed material by yourself#82To be successful in this and any other math class, expect to spend at least two hours for every class hour# The maBority of learning that you do in college courses ta&es place outside of class# What you get out of this class will depend on how much you put into it# /athematics is not a spectator sport, you have to put in the wor& to see the results# $articipation is greatly appreciated, and encouragedH82= li&e my classes to have a fun, encouraging environment# = expect you to come to class with a commitment to learn, ta&e good notes and participate in discussions and classwor = li&e group learning in my class# = expect my students to wor& together and encourage each other# With that being said, = do expect students to abide by the code of conduct in the college handboo $lease do not disrupt the class by tal&ing during lecture or using profane language# = do encourage you to tal& and wor& together during classwor& time, but please &eep your conversations to a whisper and ma&e sure they are math related#8Disual?xample 1?xample 2?xample (?xample C?xample -