Student Impressions of Syllabus Design: Engaging Versus Contractual Syllabus

Authors

Mary-Jon Ludy, Bowling Green State UniversityFollow
Tim Brackenbury, Bowling Green State UniversityFollow
John Wm Folkins, Bowling Green State UniversityFollow
Susan H. Peet, Bowling Green State UniversityFollow
Stephen J. Langendorfer, Bowling Green State UniversityFollow
Kari Beining, Bowling Green State UniversityFollow

Abstract

This study compared student impressions of a text-rich contractual syllabus to a graphic-rich engaging syllabus. Students enrolled in sections of an undergraduate introductory nutrition course viewed either a contractual or engaging syllabus and completed a survey regarding their perceptions of the course and instructor. Students perceived both types of syllabus positively, yet the engaging syllabus was judged to be more visually appealing and comprehensive. More importantly, it motivated more interest in the class and instructor than the contractual syllabus. Using an engaging syllabus may benefit instructors who seek to gain more favorable initial course perceptions by students.

This study compared student impressions of a text-rich contractual syllabus to a graphic-rich engaging syllabus. Students enrolled in sections of an undergraduate introductory nutrition course viewed either a contractual or engaging syllabus and completed a survey regarding their perceptions of the course and instructor. Students perceived both types of syllabus positively, yet the engaging syllabus was judged to be more visually appealing and comprehensive. More importantly, it motivated more interest in the class and instructor than the contractual syllabus. Using an engaging syllabus may benefit instructors who seek to gain more favorable initial course perceptions by students.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Ludy, Mary-Jon; Brackenbury, Tim; Folkins, John Wm; Peet, Susan H.; Langendorfer, Stephen J.; and Beining, Kari (2016) "Student Impressions of Syllabus Design: Engaging Versus Contractual Syllabus," International Journal for the Scholarship of Teaching and Learning: Vol. 10: No. 2, Article 6.
Available at: https://doi.org/10.20429/ijsotl.2016.100206