The Influence of Syllabus Tone on Student Engagement in a Wellness Course
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| Title: | The Influence of Syllabus Tone on Student Engagement in a Wellness Course |
|---|---|
| Language: | English |
| Authors: | Howton, Amy, McGrew, Mandy, Liu, Liyuan, Staples, Lauren L., Ray, Herman E. |
| Source: | Journal of Effective Teaching in Higher Education. Spr 2020 3(1):1-14. |
| Availability: | Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Course Descriptions, Wellness, College Students, Student Motivation, Success, Language Usage, Academic Persistence, Student Centered Learning, Learner Engagement |
| ISSN: | 2578-7608 |
| Abstract: | This study examines the impact of changing the tone of a traditional syllabus to make it more learner-centered. The researchers examined a required wellness course that serves over 8,000 students per year at a large, four-year public university in the southern United States. Concerns about student progression through programs and graduation rates had prompted a number of faculty to look into ways to increase these numbers. The investigators changed the tone of the syllabus to determine if a more learner-centered document would increase the chances of students interacting with the syllabus and, in turn, increase the success rates in the course. The results indicated that few students spent sufficient time reading the syllabus to take in all the information regardless of the tone used within the document, so the tone, by itself, did not impact student success. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1253905 |
| Database: | ERIC |
| Abstract: | This study examines the impact of changing the tone of a traditional syllabus to make it more learner-centered. The researchers examined a required wellness course that serves over 8,000 students per year at a large, four-year public university in the southern United States. Concerns about student progression through programs and graduation rates had prompted a number of faculty to look into ways to increase these numbers. The investigators changed the tone of the syllabus to determine if a more learner-centered document would increase the chances of students interacting with the syllabus and, in turn, increase the success rates in the course. The results indicated that few students spent sufficient time reading the syllabus to take in all the information regardless of the tone used within the document, so the tone, by itself, did not impact student success. |
|---|---|
| ISSN: | 2578-7608 |
