FAQ and Checklist Activity Description
Students enter class with questions about the course specifically and college in general. Generating a class FAQ will help immediately answer urgent questions, and will provide a follow-up with more information by the second class meeting. Having questions is normalized and students begin to think about personal agency and taking responsibility for identifying and asking questions. Turning in questions begins a written conversation with the instructor. Consider including a Mindset Check on the card as a way to begin metacognitive practice.
Distribute index cards. Ask students to write the date and their full name clearly at the top of the card. Instruct students to write down urgent questions, as well as general questions, and minor confusions. Questions may be about things they need to know right now about how the class works, getting around campus, college in general. The questions may be about logistical information (e.g., where do I get a parking permit?), or bigger questions about college (e.g., what if I don't have a major?). Instruct students to add questions that occur to them as the class goes on, and to make check marks next to the questions that are answered. Invite students to ask for more information when they see an opportunity for a question to be addressed. Leave time at the end to ask if there are questions that haven't been addressed that need answers now. Let students know that less urgent questions can stay on the cards and will be added to a class FAQ which the instructor will post on eLearn prior to the second class. Cards are collected at the end of class and may act as an attendance record. Is there anything else you would like the student to include on the card that will help you get to know him or her? For example "what is one thing that you would like me to know about you as a learner" or consider adding a "Mindset check” question.
Optional = Consider adding a "Mindset check” question. The Mindset prompt might be to write one hope and one fear for college, or one thing that is exciting and one thing that is confusing or causes anxiety. Hold on to the cards and return them to students at a later point in the term so they can think about how far they have come and how their perspective has shifted.
I always teach FYE classes that start first thing, 8:30 am Monday morning, so addressing questions, calming nerves, and talking about access to textbooks is important. Adjust according to the when/where/mode of your course.
There are at least three types of questions and at least three types of answers/information addressed in this activity. "How will I be graded in this class" is a fourth category of questions that is addressed in the syllabus exercise.
Q1 = What I need to know right now so I don't jump out of my skin. These are the nervous anxiety questions.
A1 = The instructor may answer many of these just by greeting people as they arrive and chatting during the first few minutes of introduction (e.g., is this the correct room and class, where do I sit, what do I call you?).
Q2 = What I need to do today/this week to get off on the right foot. This is information we want them to know and act on during the first week. Students need this information whether they realize it or not.
A2 = Give students a Getting Started Checklist (sample Getting Started Checklist). The Getting Started Checklist may be used as part of the responsive writing.
Q3 = What I need to know soon, but not right this minute.
A3 = Collect the index cards from everyone, whether there are questions or not. Right after class, check that all questions are addressed on your class FAQ. Start with the sample FAQ and then update it to answer new questions and to maintain accurate information. Look for trends and for common sources of confusion or anxiety (you may want to address these in class discussion as well as on the FAQ). Address gaps (things they need to know but perhaps haven't asked).
Heads-Up! Checking, updating, and then posting the class FAQ to eLearn has to be done right away so students can access it on eLearn per the "Checklist" instructions.
Bonus Uses
Use the cards as a record of attendance. Consider writing a note back to the student.
Use Checklist Activity for reflective writing (how does it feel to prepare, how does it feel to take personal responsibility? What did you learn about yourself as you completed your check list? Did you encounter any challenges? how did you push through mentally, troubleshoot, or get help? How did this activity impact your sense of personal agency?)
Troubleshooting
Students may be reluctant to ask questions. Some students are nervous the first day and may need help understanding that this is really happening. Students may not realize a question has been addressed, they may miss that part of the discussion, they may be nervous about having unanswered questions.
Questions? Contact Michele Burke, Library, michele.burke@chemeketa.edu