ABSTRACT A syllabus provides students with important course information but can also shape students’ initial perceptions about a course and instructor. The use of a web-based liquid syllabus is believed to provide a positive, welcoming introduction to a course. However, the impact of liquid syllabi is understudied. We completed a mixed methods study to examine how different syllabus formats influence students’ initial perceptions of an introductory biology course and instructor, specifically focusing on engagement, sense of belonging, and instructor attributes. Undergraduate students were randomly assigned to view one of three syllabus types: a traditional PDF-style, a PDF-style with welcoming language, or a website-based liquid syllabus before completing a survey about their perceptions. The liquid syllabus significantly increased students’ predicted sense of belonging, engagement, and perceived instructor inclusiveness compared to both PDF formats. Furthermore, qualitative data revealed a strong student preference for the liquid syllabus, primarily due to its visual appeal, organization, and ease of navigation. Our findings indicate that a liquid syllabus is an effective tool to foster positive initial student perceptions of belonging and engagement, traits known to be important for student success in STEM disciplines.
Winpisinger et al. (Thu,) studied this question.
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