The distribution of first day topics in order of most time spent:
- policies and basic information
- STEM content (content)
- Instructional strategies
- goals and relevance of the course
- instructional technologies
- introduce instructor to the students
- introduce students to each other
- surveys
- tips for success
- other

* All other topics not designated content are non-content

Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses - Inductive coding categories

Inductive coding in the case of this study involved developing codes by which the authors could characterize each minute of the lecture as content or non-content topics. 

Wayne State University

To assess instructor's use of time and tone of message and define the scope of the study, the authors used:
- Inductive coding
- Instructor talk framework
- Detailed methodology

Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses - Methodology

Lane, A. K., Meaders, C. L., Shuman, J. K., Stetzer, M. R., Vinson, E. L., Couch, B. A., Smith, M. K., & Stains, M. (2021). Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses. CBE life sciences education, 20(1), ar7. https://doi.org/10.1187/cbe.20-05-0098 

Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses

The instructor talk framework characterizes language used by instructors to build a learning environment as positive or negative. For example, an instructor promoting the students to talk to them outside of class or reach out to them with concerns would be considered positive.

Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses - Instructor talk framework

The authors' study involved:
- 3 universities who participated voluntarily
- 23 STEM instructors
- Video of the first day of class segmented into 1 minute intervals

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