What makes a student trust an instructor in week one, before there's any grade, feedback, or office-hours crisis to go on? Usually, it's not one big moment; rather, a handful of small, visible signals like showing up prepared, being reachable online, admitting a mistake, learning a name. In this Top 10 episode, 11 instructors share small, practical teaching strategies that build that trust early. From a welcome video that makes an online class feel occupied, to a four-sided die that turns a professor's mistake into bonus points, to a Tootsie Pop experiment that makes a 250-seat lecture hall feel a little less anonymous. No trust falls, no personality transplant, and no complete course redesign required. Brought to you by Macmillan Learning. Episode Breakdown Why trust starts before the first assignment [1:07] Show Up Ready: Preparation, honest answers, and respect for students' time. [3:29] Be a Person, Not a Portal. Make an online course feel occupied from day one. [6:43] Leave the Pedestal at Home. Use a little vulnerability to lower the distance. [9:49] Names are Currency, Spend Them Early. Turn a crowded classroom into a room where students feel recognized. [11:47] Make 35 Strangers 35 New Friends. Use five-minute conversations to change the emotional temperature of a class. [14:11] Let Them Bring Backup. Make asking for help feel less intimidating. [15:44] Put Help on the Calendar. Normalize support before deadline panic arrives. [17:43] Let students catch you. Make corrections feel safe. [20:07] Start With Something Silly. How low-stakes play can make participation feel safer. [22:42] Design a Class That Looks Winnable. Making rigor clear, fair, and navigable. Featured Educators Edward Lee, Ph.D., is an Instructional Associate Professor and Director of Service Laboratories at Texas A&M University in the Department of Chemistry. His research is related to synthetic organic chemistry and its application towards biological systems. Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment. Jennifer Duncan is an Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Marissa Dahari, M.Sc., is the Undergraduate Course Coordinator in the Department of Molecular and Cellular Biology at the University of Guelph. Her research is focused on genetically altered proteins of the human heart, leading to disease states such as cardiomyopathy. Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College and co-author of The Developing Person Through the Life Span. She is a mother of two and partners with schools and community development organizations to apply developmental science to improve interventions. Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices. Dr. Kevin Revell teaches chemistry at Murray State University, where he also serves as assistant dean for the Jones College of Science, Engineering, and Technology. He is the author of Macmillan Learning's Introductory Chemistry and General Chemistry. Dr. David Myers is a Professor of Psychology at Hope College and author of the world's best-selling psychology textbook. His research spans behavior genetics, social psychology, and public understanding of science. Dr. Daniel M. Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's spent over 25 years trying to convince students that math is not only useful, but occasionally fun. He authored Math Cats: Scratching the Surface of Mathematics, an illustrated exploration of mathematical ideas through the lens of cats. Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools. Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. His work focuses on macroeconomics, financial markets, and public policy. Class Notes If this episode sparked one small change for your first week, follow the show, leave a quick rating, or share it with the colleague who somehow knows every student's name by week two. Have a trust-building move of your own? Email TheWhatAndWhoOfEDU@macmillan.com.
