Document Type

Article

Publication Date

7-8-2024

Abstract

The syllabus is a required document for all courses to provide students with course information, policies, and assignment deadlines. The goals of this study were to investigate students’ perception of the role of the syllabus, preferred location of assignment deadlines, and preferred style of receiving deadline notifications. Faculty (n = 14) and students (n = 324) from community colleges through professional schools were invited to participate and complete a survey. We used a mixed-method design of survey questions, and the results demonstrated that students defined a syllabus as both a contract and a learning tool and that it should be flexible. Students ranked assignment deadlines as the most important part of the syllabus, yet a follow-up question indicated that most referred to four distinct locations in their learning management system (LMS) to find these deadlines. Although students preferred to receive deadline notifications on their smartphones, they also wanted to be reminded by faculty in class. This study helps faculty to obtain a glimpse of current student practices. We recommend that faculty communicate with students the role and expected use of the syllabus in their course while emphasizing its use to identify deadlines. This renewed practice will be time well spent to avoid student confusion and missed deadlines.

Comments

This article was originally published in Advances in Physiology Education, volume 48, issue 3, in 2024. https://doi.org/10.1152/advan.00004.2024

Copyright

American Physiological Society

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Available for download on Tuesday, July 08, 2025

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