The first week formula: how SFU instructors use small actions to build thriving classes

What small steps can instructors take in the first week of the term to set their students up for success? According to faculty from across SFU, the key to building effective learning spaces is helping students feel connected, respected and safe.

Chemistry professor and department chair Charles Walsby encourages students to reach out to him early—and often. 

“I think one of the biggest hurdles students face is the intimidation of contacting a professor or meeting one-on-one. So I make it clear from the start—email me, talk to your TA, come to office hours. I want students to feel comfortable approaching me. This personal connection is not only about ensuring they can get the help they need during the course—it’s also a benefit to me because it means I know them. Supporting students in building their confidence and seeing them progress throughout the course is incredibly rewarding and what I enjoy most in my role as a professor.”

Business professor Kam Phung explains that what matters most to him is authenticity.   

"Building a connection with students matters. I want them to see professors as people. One thing I do is give my students a condensed version of my life story as it relates to the course on the first day. This helps students contextualize the class content by understanding my perspective and engagement with ideas. I have found that when students feel motivated by that connection, their learning improves—even if they don’t love the content. Thinking back to my days as a student, the most impactful professors I had were those who shared about themselves and genuinely cared about student learning." 

Engineering science lecturer Mike Hegedus encourages a culture of learning by giving students permission to not know.  

“From day one I say there are no stupid questions. If they’re wondering something, chances are someone else is too. I want them to know that curiosity is welcome here and that asking questions isn’t a weakness; it’s how we learn together. When students feel safe to speak up, it creates a stronger, more inclusive classroom where everyone benefits.”

Kevin Oldknow, associate professor in Sustainable Energy Engineering, creates a culture of safety by intentionally structuring how he poses questions during his first few classes. 

“Students need to feel safe to thrive as learners and so my goal is to foster a classroom culture where it’s okay to take risks. When I pose questions to the class at the start of the term, I give students 30 seconds to write down their responses rather than answering them aloud. This is important because what I have often heard from my students is that the anxiety of possibly being called on can shut down their thinking. After the writing time, I invite anyone who feels comfortable to share, but if no one does, we simply move on. Over time, this approach builds trust—students learn they won’t be criticized for their answers or for staying silent—and eventually, dialogue begins to flows naturally.” 

Oldknow adds that he also works to make his classroom feel less hierarchical to his students by stepping away from the podium during lectures. 

“By embedding yourself among the people in the room, you can reduce that separation and foster a more connected, collaborative learning environment. Walking through the room signals approachability, encourages participation, and allows the instructor to better read the room—creating a dynamic space where students feel seen and supported.”