[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594854-105":59,"doc-detail-594854-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","identifying-the-breakdowns-in-how-students-and-faculty-interpret-course-objectives-abstract-and-methods-summary","Identifying the breakdowns in how students and faculty interpret course objectives - Abstract and methods summary","","Because students and professors assign different values to components of syllabi, their perceptions of course objectives can diverge. Prior work linked student and instructor expectations with syllabus content, but did not examine how explicitly stated course objectives function within syllabi. Using qualitative interviews, course syllabi, and student responses from non-majors introductory biology, the study coded responses deductively. Results showed only 21% of students accurately identified explicit objectives; students’ reported objectives clustered into Knowledge, Practice, and Performance.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/identifying-the-breakdowns-in-how-students-and-faculty-interpret-course-objectives-abstract-and-methods-summary/594854/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/identifying-the-breakdowns-in-how-students-and-faculty-interpret-course-objectives-abstract-and-methods-summary/594854.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"How do students and professors differ in interpreting course objectives?","Question",{"text":112,"@type":113},"Different values placed on syllabus components lead to varying perceptions of course objectives between students and faculty.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data sources were used in the study?",{"text":117,"@type":113},"The study used interviews from two professors, course syllabi, and student responses to an open-ended questionnaire about course objectives.",{"name":119,"@type":110,"acceptedAnswer":120},"What proportion of students accurately identified objectives listed in the syllabus?",{"text":121,"@type":113},"Only 21% of students accurately identified a course objective explicitly listed in the syllabus.",{"name":123,"@type":110,"acceptedAnswer":124},"What recommendation follows from the findings?",{"text":125,"@type":113},"Professors should better connect their intended course objectives with the objectives explicitly stated in the syllabus.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},594854,1792210199,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":46,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Identifying the breakdowns in how students and faculty interpret course objectives  \nE. Austin Leone 1, Sara L. Salisbury2, Zachery L. Nolen3, Jenn L. Idema3, Kathryn M. Parsley4, Katherine  \nL Stefanik3, and Kristy L. Daniel3  \n1Department of Integrative Biology, Oklahoma State University, Stillwater, Oklahoma 74078  \n2Mathematics and Science Education Ph.D. Program, Middle Tennessee State University, Murfreesboro,  \nTennessee 37132  \n3Department of Biology, Texas State University, San Marcos, Texas 78666 4Department of Biological Sciences, University of Memphis, Memphis, Tennessee 38152  \nAbstract  \nBecause students and professors place different values on syllabi components, perceptions of course objectives vary. Previous studies investigated the relationship between students’ and instructors’ expectations and syllabi content, but do not address the role of explicitly stated course objectives in syllabi. Our study used qualitative methods to investigate relationships among student-reported perceptions of course objectives, professor-reported intended course objectives, and explicitly stated course objectives from syllabi. We used interviews from two professors who taught introductory biology courses for non-majors, course syllabi, and student responses to an open-ended questionnaire about course objectives. After using a deductive approach to code students’ responses, we found only 21% of students accurately identified a course objective listed in the syllabus. We identified three main themes in student reported course objectives: Knowledge (n=539), Practice (n=30), and Performance (n=41) . Two of these (Knowledge and Practice) aligned with professor intended course objectives but did not align with explicitly stated course objectives. Based on our findings, we conclude that students poorly identified explicitly stated course objectives but correctly identified their professors’ intended objectives. Therefore, we recommend professors better connect their intended course objectives with those explicitly stated in the syllabus.  \nKeywords: Syllabus, course objectives, communication, undergraduate biology  \nIntroduction  \nA traditional communication tool between students and professors is the course syllabus. Syllabi serve as a classroom contract between students and professors by presenting professor expectations, assignments, and anticipated learning outcomes (Griffith et al., 2014) . However, students and instructors value different syllabi components, making syllabi alone an inadequate communication tool (Becker & Calhoon, 1999; Smith & Razzouk, 1993) . Defective communication via syllabi highlight disconnections between teachers’ and students’interpretations of course objectives (Aggar & Shelton, 2015; Mitchell & Manzo, 2018) .  \nTraditionally, syllabi fulfill one or more of four primary roles: as a contract, a permanent record, a learning/teaching tool, and/or a communication medium (Albers, 2003; Parkes & Harris, 2002; Thompson, 2007) . As contracts, syllabi present expectations, rules, and responsibilities to which faculty and students are expected to adhere (Matejka & Kurke, 1994; Parkes & Harris, 2002), as well as act as a permanent record of teacher performance by  \ndocumenting the scholarship of the course, course concepts, expectations for students, and evaluation techniques (Albers, 2003; Parkes & Harris, 2002) . Documentation of course content through syllabi can assist administrators or reviewers in determination of a course’s alignment with a department and/or institution’s mission (Albers, 2003) . Instructors design and use syllabi as learning/teaching tools to motivate students and positively influence their attitudes (Bain, 2004; Parkes & Harris, 2002) . When used as a learning/teaching tool, syllabi place increased emphasis on resources and practices students can utilize throughout the course to become better learners (Davis & Schrader, 2009) . Syllabi also communicate procedural and logistical information","cbCaijGTUBoVpi98","https://ap.wps.com/l/cbCaijGTUBoVpi98","pdf",430824,"English","# Introduction\n## Role of the course syllabus in communication\n## Traditional roles of syllabi\n# Study approach and data sources\n## Qualitative methods and coding\n# Findings on students' identification of objectives\n## Accuracy rate and mismatch patterns\n# Themes in student-reported objectives\n## Knowledge, Practice, Performance\n# Implications and recommendations\n## Align intended and explicitly stated objectives","[{\"question\":\"How do students and professors differ in interpreting course objectives?\",\"answer\":\"Different values placed on syllabus components lead to varying perceptions of course objectives between students and faculty.\"},{\"question\":\"What data sources were used in the study?\",\"answer\":\"The study used interviews from two professors, course syllabi, and student responses to an open-ended questionnaire about course objectives.\"},{\"question\":\"What proportion of students accurately identified objectives listed in the syllabus?\",\"answer\":\"Only 21% of students accurately identified a course objective explicitly listed in the syllabus.\"},{\"question\":\"What recommendation follows from the findings?\",\"answer\":\"Professors should better connect their intended course objectives with the objectives explicitly stated in the syllabus.\"}]","Identifying the breakdowns in how students and faculty interpret course objectives - Abstract and methods summary | PDF",1792079967]