View in EDS PDF Full Text

Student Impressions of Syllabus Design: Engaging versus Contractual Syllabus

Saved in:
Bibliographic Details
Title: Student Impressions of Syllabus Design: Engaging versus Contractual Syllabus
Language: English
Authors: Ludy, Mary-Jon, Brackenbury, Tim, Folkins, John Wm, Peet, Susan H., Langendorfer, Stephen J., Beining, Kari
Source: International Journal for the Scholarship of Teaching and Learning. Jul 2016 10(2).
Availability: Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Course Evaluation, Course Organization, Undergraduate Students, Introductory Courses, Nutrition Instruction, Graphic Arts, Textbook Content, Intermode Differences, Student Interests, Student Motivation, Course Descriptions, Usability, Student Surveys, Statistical Analysis, Qualitative Research
ISSN: 1931-4744
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.
Abstractor: As Provided
Number of References: 36
Entry Date: 2017
Accession Number: EJ1134516
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEI4RIdIa8v44AHRI2hQeg1AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDEDgPpXIgL-MrCwAdwIBEICBm8BC-sTN4FtKZd-Bp_PFF9iB7CTFnmAaTuTlA0dCfyq5AuAdadNBXWiF0UcLU0gS9Dw9_iVA_67z3TWDgsIBIi1hnntdn8uH3r6LV20BNh4jU8tYlM8L1cAX_Yk0VBqZUoQuJyC7JpTfmf55OZupUPbGxNC_vktvvbNPMKOmYzG9AeSd6XGtzZkkI2i4LhkWv7qWfR8CgrKw0OC_
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1134516
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1134516
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Student Impressions of Syllabus Design: Engaging versus Contractual Syllabus
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ludy%2C+Mary-Jon%22">Ludy, Mary-Jon</searchLink><br /><searchLink fieldCode="AR" term="%22Brackenbury%2C+Tim%22">Brackenbury, Tim</searchLink><br /><searchLink fieldCode="AR" term="%22Folkins%2C+John+Wm%22">Folkins, John Wm</searchLink><br /><searchLink fieldCode="AR" term="%22Peet%2C+Susan+H%2E%22">Peet, Susan H.</searchLink><br /><searchLink fieldCode="AR" term="%22Langendorfer%2C+Stephen+J%2E%22">Langendorfer, Stephen J.</searchLink><br /><searchLink fieldCode="AR" term="%22Beining%2C+Kari%22">Beining, Kari</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+the+Scholarship+of+Teaching+and+Learning%22"><i>International Journal for the Scholarship of Teaching and Learning</i></searchLink>. Jul 2016 10(2).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 25
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2016
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Evaluation%22">Course Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Organization%22">Course Organization</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Nutrition+Instruction%22">Nutrition Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Graphic+Arts%22">Graphic Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Content%22">Textbook Content</searchLink><br /><searchLink fieldCode="DE" term="%22Intermode+Differences%22">Intermode Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1931-4744
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 36
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2017
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1134516
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1134516
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Course Evaluation
        Type: general
      – SubjectFull: Course Organization
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Nutrition Instruction
        Type: general
      – SubjectFull: Graphic Arts
        Type: general
      – SubjectFull: Textbook Content
        Type: general
      – SubjectFull: Intermode Differences
        Type: general
      – SubjectFull: Student Interests
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Course Descriptions
        Type: general
      – SubjectFull: Usability
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Qualitative Research
        Type: general
    Titles:
      – TitleFull: Student Impressions of Syllabus Design: Engaging versus Contractual Syllabus
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ludy, Mary-Jon
      – PersonEntity:
          Name:
            NameFull: Brackenbury, Tim
      – PersonEntity:
          Name:
            NameFull: Folkins, John Wm
      – PersonEntity:
          Name:
            NameFull: Peet, Susan H.
      – PersonEntity:
          Name:
            NameFull: Langendorfer, Stephen J.
      – PersonEntity:
          Name:
            NameFull: Beining, Kari
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2016
          Identifiers:
            – Type: issn-electronic
              Value: 1931-4744
          Numbering:
            – Type: volume
              Value: 10
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: International Journal for the Scholarship of Teaching and Learning
              Type: main
ResultId 1