Developing Trust with Students Before Class 1: Effects of a Visual Syllabus on Expected Professor-Student Rapport
Article
Owenz, MB, Pilny, E. (2025). Developing Trust with Students Before Class 1: Effects of a Visual Syllabus on Expected Professor-Student Rapport
. 10.1080/87567555.2025.2516534
Owenz, MB, Pilny, E. (2025). Developing Trust with Students Before Class 1: Effects of a Visual Syllabus on Expected Professor-Student Rapport
. 10.1080/87567555.2025.2516534
While there is extensive research on syllabus preferences and engagement in lab studies, current studies lack ecological validity and analysis of how syllabi affect professor-student relationships and class engagement. The present study utilized a quasi-experimental design to examine the impact of syllabus format on expected professor-student rapport in a real classroom environment. Thirty-two undergraduate psychology students participated in a research study examining class and instructor expectations and instructor-student rapport prior to meeting the professor. Students were provided either a visual syllabus or a standard syllabus, both of which contained the same standard content (books, assignments, contact information, and due dates). The data suggests that compared to the standard syllabus, a visual syllabus generated more positive feelings, including excitement and eagerness, and reduced anticipatory anxiety. Students in the visual syllabus condition had significantly higher professor-student rapport. Therefore, a visual syllabus represents one way to potentially improve professor-student rapport and student expectations for class. This quick teaching modification is easily implemented in a variety of disciplines.
