Avoiding expectancy violations: Starting with course content on day 1

Abstract

When we spend the first class period focusing on the syllabus and letting students leave early, we miss an opportunity to expose them to the course content. What happens to those who drop that day? By spending the first day illustrating expectancy violations theory, both instructors and students can explicate anticipated behaviors and use them to develop the term’s classroom communication agreements. During the activity (one 75-minute or two 50-minute class period(s)), students articulate their expectancies for themselves, their peers, the instructor, and the classroom environment. After the students’ lists are completed, the instructor also expresses expectancies for students and the classroom environment. Based upon these lists, the instructor can make appropriate changes to the planned syllabus.

Courses

Any communication course (one 75-minute period or two 50-minute periods).

Objectives

This activity aims to (1) build a collaborative classroom climate, and (2) emphasize civil discourse, especially in courses covering potentially controversial topics.

Notes

1 A shortened version can be used with new organizational project teams.

2 For those required to post a syllabus prior to classes beginning, you may post a skeletal syllabus to augment after the activity, or require students to sign a form indicating they understand the changes made to the original posted syllabus.

3 If your course covers EVT, you have a built-in example to reference.