Transparen-SEE? It Does Make a Difference!: Effects of Syllabus Transparency on Undergraduates’ Perceptions of Learning, Support, and Success

Ashley Alberts, Beth Cogen, Susanna Venn, and Isaiah Villasana

Class of 2020
Psychology Majors

Faculty Sponsor: Dr. Jennifer McCabe


This study investigated the effects of syllabus transparency on undergraduates’ perceptions of learning, support, and success. Results showed that those in the more-transparent syllabus condition felt the instructor cared more about their learning, and also rated the level of course work as more appropriate. Freshmen in the more-transparent condition also more strongly endorsed the benefits of retrieval practice for learning. Results demonstrate the potential benefits of enhanced clarity and purpose in course syllabi.

View Poster/Display