Recently, there has been a concerted effort to build syllabi to foster a more inclusive, welcoming introduction to a course. Research shows that when syllabi include supporting or welcoming statements, use warm/friendly language, or are learning-centered, students have a more positive impression of a course and instructor. One type of inclusive syllabus is the liquid syllabus, a dynamic, online version of a traditional course syllabus that is designed to be more accessible, interactive, and engaging for students. This presentation will discuss student views on the liquid syllabus and its effect on student sense of belonging, engagement, and instructor approachability.
