• Make expectations explicit in the syllabus and in-class discussions. Keep in mind that your expectations may differ from other faculty members (and your students), so it's important you and your students are on the same page. 
• Remember to reiterate your expectations and be consistent throughout the semester. 

For example: Provide a rubric or detailed description of how the assignment will be graded, and discuss your expectations for the assignment

For example: If you have a policy about attendance, be consistent in upholding that policy. If a student arrives late, approach them after class or send them an email to let them know you noticed their tardiness and will be following through with the course policy. This doesn't mean you can't ever be flexible, but students thrive when boundaries are set and maintained, so be consistent with yours! 

• Talk about how college expectations may differ from past experiences
• Don’t assume your students know how to study effectively – have conversations with them about study skills

For example: Explicitly describe how reading academic materials differs from reading non-academic materials.

For example: Provide examples of specific study techniques that have worked for previous students (i.e. practice questions)

• Establish a classroom climate that encourages students to ask questions
• Demonstrate genuine care for students’ success

For example: Make use of the Class Photo Roster feature in Blackboard to learn names

For example: Ask students how they are doing – even casual conversations before class can have an impact on student learning

• Use Active Learning techniques
• Incorporate collaborative work in class

For example: Try active learning strategies like Think, Pair, Share. In this activity, the instructor poses a question for students to think about on their own for 30-60 seconds (either writing down their thoughts or just thinking to themselves), then pair with a partner to share their thinking, then open the sharing up to the whole class for discussion. Even if all students do not share during the whole class discussion, they have actively engaged in the thinking and small sharing stage. Think-pair-share is also beneficial for shy or quiet students who may be less likely to participate in traditional large-class discussion. 

For example: Provide time for students to work together on a problem before you show the solution