BCCAT

Students’ access to course syllabi can facilitate student retention and success, not just within a course but also at the institutional level. The post-secondary landscape, institutional policies, administrative practices, and student registration behaviours all play a role in defining the “right” timing for distributing syllabi.

While course syllabi have traditionally been considered instructor-student contracts, these documents are also important for communicating the tone of a course (and by extension, the instructor), learning outcomes, and classroom culture. Drawing on the perspectives of post-secondary faculty, staff, and students, this report examines inclusive, student-centred approaches for course syllabi timing and content that optimize learner performance and satisfaction.