Syllabus length and use of images: An empirical investigation of student perceptions.

Abstract

Although the syllabus is one of the most widely used documents in higher education, research investigating the effectiveness of this tool is minimal. The current study investigates student perception of the course and professor based on the syllabus. A total of 149 students were randomly assigned to one of six syllabus conditions focusing on syllabus length (i.e., short, medium, and long) and the inclusion of images. Participants completed questionnaires and participated in a focus group regarding their perceptions of the course and the professor. Results revealed that students reviewing the medium or long syllabi, as compared to the short syllabus, had a more positive impression of the course and professor. No significant differences were found for images versus no images. The majority of students (i.e., 66.6%) indicated a preference for a long syllabus with all assignment details versus a shorter syllabus with assignment details being provided later in the semester. The implications of these findings are discussed.

Kindness at First Sight: The Role of Syllabi in Impression Formation

“…Our findings are unique in the relatively small body of work on syllabus design. While Harrington and Gabert-Quillen (2015) found that images did not change perceptions of faculty, we found that a more visual syllabus design enhanced how participants perceived a hypothetical instructor. These two studies differ, however, in their implementation of a more visual syllabus.…”

“…Few, however, have empirically tested the effects of these design choices. As a rare exception, Harrington and Gabert-Quillen (2015) examined whether the use of images in a syllabus affected student perceptions of the course and instructor. Although they found no effects, their manipulation may not have been sufficiently SYLLABI AND IMPRESSION FORMATION 7 strong, as the images used in this study were not part of a completely modified design strategy (i.e., the two versions of the syllabus tested in this study were fundamentally the same, with the only change being the addition of images to one version).…”

Syllabus Language, Teaching Style, and Instructor Self-Perception: Toward Congruence

“…These new scores were also achieved, in part, by eliminating a major assignment description and rubric (ostensibly putting this in a separate document for students). Any interpretation of the higher P and A scores in the revised (and shorter) syllabus must therefore take into consideration that many studies show students prefer more detailed syllabi (Harrington and Gabert-Quillen, 2015).…”

The influence of college readiness and institutional intervention upon intention to persist among GED credentialed community college students

“…This is particularly important to the GED credentialed student who by nature of their experience would have limited experience with course syllabi (Slattery & Carlson, 2005). As a roadmap, the syllabus must be detailed enough to provide necessary information like due dates and grading rubrics but a review of it during the initial and subsequent class periods could provide greater security for otherwise anxious students (Harrington & Gabert-Quillen 2015).…”