A study just published in Teaching of Psychology (Volume 37, Number 2, April-June 2010), provides empirical support for the proposition that something as small and simple as including a reciprocal interview activity the first day of class can have long-lasting impact on the classroom environment and student attitudes. This study does not address impact on student performance in terms of intended learning outcomes. You might consider including an experiment like this, and measuring impact on student learning, as part of your program assessment plan and thereby address student satisfaction and student learning at the same time.

The reciprocal interview activity used in this study involved forming small groups of 5 or 6 students to spend 10-15 minutes discussing several course-related issues such as expectations and goals. Each group chose a representative to field questions from the instructor. The groups then spent 5 to 10 minutes coming up with their own questions selected a different representative to interview the instructor on behalf of the group.

The measured dependent variables were student responses on the regular required course evaluations and on additional questions administered by the experimenters concerning the clarity of the instructor’s expectations and supportiveness, and satisfaction with the course.