Influence of Syllabus Tone on Student Engagement in a Wellness Course

Howton, Amy; McGrew, Mandy; Liu, Liyuan; Staples, Lauren; Ray, Herman E.

doi:10.36021/jethe.v3i1.25

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…On the other hand, a negative course climate can be detrimental to student learning . Obviously, simply using a positive tone in the syllabus is not sufficient to improve student motivation for learning . However, using a negative tone in a document that is the students’ first encounter with the course to emphasize course policies is unproductive at best.…”

Section: Resultsmentioning

confidence: 99%

“…22 Obviously, simply using a positive tone in the syllabus is not sufficient to improve student motivation for learning. 23 However, using a negative tone in a document that is the students' first encounter with the course to emphasize course policies is unproductive at best. Content-focused syllabi showed mostly low evidence of all the important components.…”

Section: Component Scoresmentioning

confidence: 99%

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Analysis of the Learning-Centeredness of Physical Chemistry Syllabi

Donnelly

Winkelmann

2021

J. Chem. Educ.

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Students' negative perceptions of physical chemistry courses are wellknown and are likely impacting their learning and performance in this upperdivision course for majors. The syllabus can be the first interaction students have with a course and instructor and can be central to the expectations student set for the learning experience. While syllabi are not necessarily evidence of enacted classroom practice, their focus may be related to the enacted course design and instructional practices. Additionally, developing and modifying the document gives an instructor an opportunity to reflect on those same enacted practices, potentially facilitating a more learning-centered experience for students. In this study, we collected physical chemistry syllabi from across the United States and evaluated the learning-centeredness of this document using the Measuring the Promise syllabus rubric. Physical chemistry syllabi from 2017 to 2019 were largely content-focused. Analysis of the specific components of syllabi revealed potential improvements that may shift the focus of physical chemistry syllabi toward the learning end of the learningcenteredness spectrum. These include communicating learning goals and objectives across a wide range of dimensions, introducing transparency about the alignment of assessments with objectives, and creating supportive classroom climates via the syllabus.

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Section: Resultsmentioning

confidence: 99%

Section: Component Scoresmentioning

confidence: 99%

Analysis of the Learning-Centeredness of Physical Chemistry Syllabi

Donnelly

Winkelmann

2021

J. Chem. Educ.

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“…At the outset of each semester, students in both classroom environments participated in the same discussion regarding the potential disadvantages of personal technology use in the workplace, specifically its hindrance to interpersonal communication, concentration, and attention. Research has shown that the language used in higher education, particularly in syllabi, can impact the way students learn (Howton, et al, 2020;Kenney & Sreckovic, 2019). Therefore, the syllabus for each class stated the personal-technology-use policy governing the class, and this statement was emphasized on the first day of the course.…”

Section: Participantsmentioning

confidence: 99%

Personal Technology in the Classroom

Iluzada

Wakefield

Alford

2022

JETHE

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College instructors desiring classrooms free from learning distractions often enforce personal-technology-use policies to create what they think is an optimal learning environment, but students tend not to favor restrictive personal technology policies. Which type of personal technology classroom environment maximizes student satisfaction, learning, and attention? We surveyed 280 business communications students in two types of classrooms: a personal technology-restricted environment and a free-use environment. We evaluated student perceptions of cognitive learning, sustained attention, and satisfaction with the course as well as the technology policy governing their classrooms. Students believed they achieved greater cognitive learning in non-restricted personal technology classrooms and perceived no significant difference in sustained attention. Although students may be more satisfied with a free personal-technology-use policy in the classroom, overall satisfaction with the course did not significantly differ according to the classroom environment. We discuss the importance of sustained attention and policy satisfaction for enhancing student course satisfaction in classrooms with both technology policy types.

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