Constructing the Course Syllabus: Faculty and Student Perceptions of Important Syllabus Components
Abstract
The authors examined student and faculty members' responses to a survey on the perceived importance of syllabus components. Initial responses from 72 faculty members and 83 undergraduates in a pilot study led to revisions in the survey instrument. Descriptive analyses from this initial investigation indicated differing perceptions of the importance of syllabus components between faculty and students. For both the pilot study and the primary study, faculty members were surveyed via electronic mail using the university's faculty listserv; course instructors administered the surveys to students. In the primary study, 242 undergraduates and 74 faculty members responded to a 39-item survey. Using the Welch t-test revealed significant differences in faculty and student responses. The authors discuss these differences and their educational implications.
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