The Syllabus Reconstructed: An Analysis of Traditional and Visual Syllabi for Information Retention and Inclusiveness

Author / Creator
Yarosh, Jerrod H.
Part of
Teaching sociology, 2021-04, Vol.49 (2), p.173-183
  • The current research examines whether a visual syllabus aids in information retention compared to a traditional text-based syllabus. The data derive from two lower-division sociology classes, each having a different syllabus format. Utilizing a syllabus quiz during the first week of the class provides the data about whether syllabus format matters. The data suggest the visual syllabus class retained more information given that students exposed to the visual approach scored significantly higher on a quiz than the traditional syllabus class. The current research presents an overview of why visuals may help in information retention with emphasis on the importance of inclusive course material and nontraditional students; an explanation of the data, methods, and analytic procedure followed by the findings; as well as a critical evaluation of and points to consider when creating a visual syllabus.



  • Attrition
  • Cognitive Style
  • Comparative Analysis
  • Course Descriptions
  • Gender Differences
  • Inclusive education
  • Instructional Effectiveness
  • Nontraditional students
  • Online Courses
  • Retention (Psychology)
  • Social classes
  • Social Problems
  • Sociology
  • Student Characteristics
  • Student retention
  • Teaching Methods
  • Teaching Note
  • Tests
  • Undergraduate Students
  • Visual Aids
  • Visual Learning

Additional Information