Using Syllabi to Promote Student Success and Belonging: An Analysis of Undergraduate Biology Courses

Syllabi can support student success and foster belonging in undergraduate STEM courses. This study examined undergraduate biology syllabi from a primarily undergraduate institution to explore the ways in which teaching faculty included syllabus elements that promote student success and belonging at an institution with large proportions of students from groups traditionally under supported in STEM. Faculty included a wide range of elements in their syllabi, with larger classes including more syllabus elements than smaller classes. Elements also varied by instructor and based on institutional requirements. In this paper, we describe several examples of highly effective practices, such as strategies faculty used to encourage student contact, provide advice for success in the course, connect students with campus resources, and foster a safe learning environment. We also discuss problematic syllabus elements, such as outdated information, vague policies, and inconsistent formatting. These findings can help instructors consider how syllabi can be intentionally designed to promote student success and foster belonging in STEM learning environments.