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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
FullText Text:
  Availability: 0
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  Data: 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
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  Data: 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.
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      – SubjectFull: Wellness
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: Student Motivation
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      – SubjectFull: Success
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      – SubjectFull: Language Usage
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      – SubjectFull: Academic Persistence
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      – SubjectFull: Student Centered Learning
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      – SubjectFull: Learner Engagement
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      – TitleFull: The Influence of Syllabus Tone on Student Engagement in a Wellness Course
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