60-Second SoTL – Episode 40

This week’s episode features an article from College Teaching and explores whether video syllabi impact how students engage with syllabus content:

Kerrigan, John, and Christina Bifulco. 2023. “Syllabus 2.0: Using Videos to Make the Syllabus Active.” College Teaching. https://doi.org/10.1080/87567555.2023.2208817

View a transcript of this episode.

This episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Listen to An Earlier Episode about Syllabus Design

Printing press letters spell "syllabus" against a wood background. Chalk lettering adds "design strategies".

Designing Learner-Centered Syllabi

60-Second SoTL – Episode 1 This week’s episode explores how syllabus design can impact students’ motivation and their perceptions of the course and instructor. The episode features two recent publications from the open-access International Journal for the Scholarship of Teaching…

Read More about Learner-Centered Syllabus Design

  • Fuentes, Milton A., David G. Zelaya, and Joshua W. Madsen. 2021. “Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion.” Teaching of Psychology 48 (1): 69–79. https://doi.org/10.1177/0098628320959979 [Open Access]
  • Howton, Amy, Mandy McGrew, Liyuan Liu, Lauren L. Staples, and Herman E. Ray. 2020. “The Influence of Syllabus Tone on Student Engagement in a Wellness Course.” Journal of Effective Teaching in Higher Education 3 (1). https://doi.org/10.36021/jethe.v3i1.25 [Open Access]
  • Kaur, Angel W. 2021. “‘Dope Syllabus’: Student Impressions of an Infographic-Style Visual Syllabus.” International Journal for the Scholarship of Teaching and Learning 15 (2): Article 6. https://doi.org/10.20429/ijsotl.2021.150206 [Open Access]
  • Lightner, Robin, and Ruth Benander. 2018. “First Impressions: Student and Faculty Feedback on Four Styles of Syllabi.” International Journal of Teaching and Learning in Higher Education 30 (3): 443-453. https://www.isetl.org/ijtlhe/pdf/IJTLHE3074.pdf [Open Access]
  • Ludy, Mary-Jon, Tim Brackenbury, John Wm Folkins, Susan H. Peet, Stephen J. Langendorfer, and Kari Beining. 2016. “Student Impressions of Syllabus Design: Engaging Versus Contractual Syllabus.” International Journal for the Scholarship of Teaching and Learning 10 (2): Article 6. https://doi.org/10.20429/ijsotl.2016.100206 [Open Access]
  • Merchán Tamayo, Jully Paola, Meredith Rocchi, Jenepher Lennox Terrion, and Simon Beaudry. 2022 “First Impressions Matter! An Experiment Comparing Autonomous and Controlling Language in Course Syllabi.” International Journal for the Scholarship of Teaching and Learning 16 (2): Article 7. https://doi.org/10.20429/ijsotl.2022.160207 [Open Access]
  • Wheeler, Lindsay B., Michael Palmer, and Itiya Aneece. 2019. “Students’ Perceptions of Course Syllabi: The Role of Syllabi in Motivating Students.” International Journal for the Scholarship of Teaching and Learning 13 (3): Article 7. https://doi.org/10.20429/ijsotl.2019.130307 [Open Access]