Abstract

Course syllabi are traditionally viewed as administrative documents outlining course objectives, policies, schedules, and grading criteria. However, recent research indicates that syllabi can serve as critical scaffolding tools that support student self-efficacy and engagement in higher education. Guided by Bandura’s (1997) Social Cognitive Theory found in Self-efficacy: The Exercise of Control, this qualitative study examined undergraduate students’ perceptions of a standardized syllabus template implemented campus-wide at a mid-sized public university in Alabama. Seven students from diverse majors participated in a focus group discussion, reflecting on how syllabus structure, clarity, tone, and content influenced their confidence, planning, and classroom engagement. Findings revealed that well-structured syllabi functioned as both cognitive and socio-emotional scaffolds, enhancing students’ self-efficacy, reducing stress, and promoting active participation. Conversely, unclear instructions, misaligned course goals, or negative language were perceived as barriers to engagement and motivation. These results underscore the potential of thoughtfully designed syllabi to scaffold student success, improve academic performance, and foster meaningful classroom engagement.

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