Effect of a Liquid Syllabus on Student Engagement and Sense of Belonging
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| Title: | Effect of a Liquid Syllabus on Student Engagement and Sense of Belonging |
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| Language: | English |
| Authors: | Rachel H. Winpisinger, Olivia M. Riley (ORCID |
| Source: | Journal of Microbiology & Biology Education. 2026 27(1). |
| Availability: | American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Course Descriptions, Introductory Courses, Biology, Teacher Student Relationship, Learner Engagement, Sense of Belonging, Student Attitudes, Undergraduate Students, Research Universities, Land Grant Universities, Urban Universities, Web Sites |
| ISSN: | 1935-7877 1935-7885 |
| Abstract: | A syllabus provides students with important course information but can also shape students' initial perceptions about a course and instructor. The use of a web-based liquid syllabus is believed to provide a positive, welcoming introduction to a course. However, the impact of liquid syllabi is understudied. We completed a mixed methods study to examine how different syllabus formats influence students' initial perceptions of an introductory biology course and instructor, specifically focusing on engagement, sense of belonging, and instructor attributes. Undergraduate students were randomly assigned to view one of three syllabus types: a traditional PDF-style, a PDF-style with welcoming language, or a website-based liquid syllabus before completing a survey about their perceptions. The liquid syllabus significantly increased students' predicted sense of belonging, engagement, and perceived instructor inclusiveness compared to both PDF formats. Furthermore, qualitative data revealed a strong student preference for the liquid syllabus, primarily due to its visual appeal, organization, and ease of navigation. Our findings indicate that a liquid syllabus is an effective tool to foster positive initial student perceptions of belonging and engagement, traits known to be important for student success in STEM disciplines. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504821 |
| Database: | ERIC |
| Abstract: | A syllabus provides students with important course information but can also shape students' initial perceptions about a course and instructor. The use of a web-based liquid syllabus is believed to provide a positive, welcoming introduction to a course. However, the impact of liquid syllabi is understudied. We completed a mixed methods study to examine how different syllabus formats influence students' initial perceptions of an introductory biology course and instructor, specifically focusing on engagement, sense of belonging, and instructor attributes. Undergraduate students were randomly assigned to view one of three syllabus types: a traditional PDF-style, a PDF-style with welcoming language, or a website-based liquid syllabus before completing a survey about their perceptions. The liquid syllabus significantly increased students' predicted sense of belonging, engagement, and perceived instructor inclusiveness compared to both PDF formats. Furthermore, qualitative data revealed a strong student preference for the liquid syllabus, primarily due to its visual appeal, organization, and ease of navigation. Our findings indicate that a liquid syllabus is an effective tool to foster positive initial student perceptions of belonging and engagement, traits known to be important for student success in STEM disciplines. |
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| ISSN: | 1935-7877 1935-7885 |
