While the college classroom has been researched, its climate has received little attention in research. This study analyzes the climate of the classroom using 189 syllabi from various sociology courses. Drawing from data collected by Grauerholz and Gibson (2006) and syllabi from the Teaching Resources and Innovations Library for Sociology (TRAILS), the current study compares college classroom syllabi from two different times periods (pre-2005 and post- 2010) to analyze the frequency of classroom climate statements, the variables that may contribute to the presence of a statement, and common language/themes existent in syllabi that did contain a statement. Results showed a large increase in climate statements between the two time periods. The findings also indicated that compared to post-2010 syllabi, those with climate statements from the pre-2005 sample were more likely to also include a statement showing a sense of collaboration among students. The themes and language used in the statements were very similar, however syllabi after 2010 placed a stronger emphasis on behavioral expectations and contained punitive language. Since syllabi are available the very first day of class, these findings suggest that more instructors believe addressing behavioral expectations and shaping the dynamic of the classroom is important.
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Master of Arts (M.A.)
College of Sciences
Length of Campus-only Access
Masters Thesis (Open Access)
Valentin, Jessica, "Then and Now: Using Syllabi to Shape the College Classroom" (2017). Electronic Theses and Dissertations. 5556.
Restricted to the UCF community until August 2017; it will then be open access.