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Community College Students' Experiences with the Syllabus: A Qualitative Study

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Title: Community College Students' Experiences with the Syllabus: A Qualitative Study
Language: English
Authors: Diego Pliego, Abby Kaplan
Source: International Journal for the Scholarship of Teaching and Learning. 2025 19(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: https://digitalcommons.georgiasouthern.edu/ij-sotl/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Community College Students, Student Experience, Course Descriptions, Student Behavior, Decision Making, Student Attitudes, Beliefs, Reading, Urban Schools, Urban American Indians, Metropolitan Areas, Interaction
Geographic Terms: Utah
ISSN: 1931-4744
Abstract: Most existing literature on college students' use of the course syllabus has been conducted in artificial settings, collected a limited range of data, or both. This study addresses this gap in the literature with a series of in-depth qualitative interviews with students at a community college about how they interact with a syllabus from one of their current classes. We find that most students report reading at least part of the syllabus, most often the calendar and information on grading. Students are most likely to read information specific to the class and are least likely to read general college information or information they believe they already know. The length of the syllabus is explicitly cited as a reason students do not read the entire document. We recommend that instructors and institutions prioritize the information that students find most helpful and re-evaluate what other sections must be included in the syllabus.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491419
Database: ERIC
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  Data: Community College Students' Experiences with the Syllabus: A Qualitative Study
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  Data: <searchLink fieldCode="AR" term="%22Diego+Pliego%22">Diego Pliego</searchLink><br /><searchLink fieldCode="AR" term="%22Abby+Kaplan%22">Abby Kaplan</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>. 2025 19(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: https://digitalcommons.georgiasouthern.edu/ij-sotl/
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Community+College+Students%22">Community College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+American+Indians%22">Urban American Indians</searchLink><br /><searchLink fieldCode="DE" term="%22Metropolitan+Areas%22">Metropolitan Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Utah%22">Utah</searchLink>
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  Data: 1931-4744
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Most existing literature on college students' use of the course syllabus has been conducted in artificial settings, collected a limited range of data, or both. This study addresses this gap in the literature with a series of in-depth qualitative interviews with students at a community college about how they interact with a syllabus from one of their current classes. We find that most students report reading at least part of the syllabus, most often the calendar and information on grading. Students are most likely to read information specific to the class and are least likely to read general college information or information they believe they already know. The length of the syllabus is explicitly cited as a reason students do not read the entire document. We recommend that instructors and institutions prioritize the information that students find most helpful and re-evaluate what other sections must be included in the syllabus.
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      – SubjectFull: Community College Students
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      – SubjectFull: Student Experience
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      – SubjectFull: Course Descriptions
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      – SubjectFull: Student Behavior
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      – SubjectFull: Decision Making
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Beliefs
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      – SubjectFull: Reading
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      – SubjectFull: Urban Schools
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      – SubjectFull: Urban American Indians
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      – SubjectFull: Metropolitan Areas
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      – SubjectFull: Utah
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