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ERIC Number: EJ1134516
Record Type: Journal
Publication Date: 2016-Jul
Pages: 25
Abstractor: As Provided
ISSN: EISSN-1931-4744
Student Impressions of Syllabus Design: Engaging versus Contractual Syllabus
Ludy, Mary-Jon; Brackenbury, Tim; Folkins, John Wm; Peet, Susan H.; Langendorfer, Stephen J.; Beining, Kari
International Journal for the Scholarship of Teaching and Learning, v10 n2 Article 6 Jul 2016
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.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A