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Student Impressions of Syllabus Design: Engaging versus Contractual Syllabus

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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:
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  Data: Student Impressions of Syllabus Design: Engaging versus Contractual Syllabus
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  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>
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  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).
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  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/
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  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.
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  Data: EJ1134516
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    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
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      – SubjectFull: Student Interests
        Type: general
      – SubjectFull: Student Motivation
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      – SubjectFull: Course Descriptions
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      – SubjectFull: Usability
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      – SubjectFull: Student Surveys
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Qualitative Research
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    Titles:
      – TitleFull: Student Impressions of Syllabus Design: Engaging versus Contractual Syllabus
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