Student Impressions of Syllabus Design: Engaging Versus Contractual Syllabus

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. 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

Student Impressions of Syllabus Design: Engaging Versus Contractual Syllabus

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. 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