A variation could be to write a short sketch about the interviewed person to be turned in as well as being used for introductions. Have students complete an interest or experience survey from which the teacher would provide summarized feedback for discussion the second day. A variation could be oral student responses to the survey in class or responses with a show of hands. Ask students to suggest what problems or ideas they would like to see included in the course, or have them tell what they have heard about the course. Post these on the chalkboard and refer to the list when the syllabus is reviewed.
Students can clarify or correct perceptions they have held.
If one of these does not appeal to you, the Handbook of Ice-Breakers in the TLC Resource Room can provide many more ideas. Who you are and what you are like is of great interest to new students. Learning in the classroom results from an interrelationship of people, and what students perceive about you can help support that interaction. Sharing something about yourself can begin a constructive relationship. You might share your own experiences in the course when you first took it.