Abstract
Given the wealth of research available on what components to include in a syllabus and how that affects instructor perception, there is a lack of research on how to present the syllabus to engage students in learning about the course. Our study examined the implementation of two multimedia syllabi developed for large lecture math courses: a graphic syllabus and a video version. After reviewing their respective syllabi, students were given a syllabus content quiz and course perception survey. Findings indicate no significant difference between students’ syllabus quiz performance and overall survey responses between groups. Students responded favorably to the survey regardless of syllabus type. Last, there was no observed relationship between the length of each syllabus segment video and the frequency at which students watched each segment. Implications of this study will address engagement with the syllabus and provide additional considerations for syllabus development.
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