Sharday Ewell, Alayna Harvey, Amanda Clark, Megan E. Maloney, Laurie S. Stevison, Cissy J. Ballen

Original article: Ewell, S. N., Harvey, A., Clark, A., Maloney, M. E., Stevison, L. S., & Ballen, C. J. (2025). Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi. Journal of Research in Science Teaching, 62(4), 1132–1158.
https://doi.org/10.1002/tea.21996

Students enter college STEM courses with different levels of preparation, especially when it comes to study strategies, metacognition, and knowing how to seek academic help. One overlooked tool for addressing these gaps is the course syllabus. While most syllabi focus on rules and content, they can also be used to support student learning, promote equity in STEM education, and reduce opportunity gaps.

This study examined 115 introductory biology syllabi from 94 institutions to understand how well they support students as learners. Researchers looked at whether syllabi were learner-centered, included guidance on effective study behaviors, and encouraged help-seeking skills.

Key Findings

• Most syllabi are not learner-centered. Only a small percentage clearly supported students as active learners, while many focused mainly on course policies and expectations. 
• Resources are often included—but not explained. While many syllabi listed tutoring or support services, they rarely explained how or when to use them effectively. 
• Study advice is inconsistent. Some syllabi included study tips or metacognitive strategies, but many promoted ineffective habits or lacked clear guidance. 
• Missed opportunity to reduce equity gaps. Without explicit support for learning strategies, syllabi may unintentionally reinforce existing achievement gaps in STEM courses. 

Classroom Tips for Instructors

• Design a learner-centered syllabus. Clearly explain how students can succeed in the course, not just basic requirements. 
• Include effective study strategies. Share evidence-based study techniques (e.g., spaced practice, self-testing) rather than vague advice like “study more.” 
• Promote metacognition. Incorporate prompts and tasks that encourage students to reflect on their learning (e.g., “How will you check your understanding each week?”). 
• Guide help-seeking. Explain when, why, and how to use office hours, tutoring, or peer support to build academic success skills. 
• Frame support as normal. Position help-seeking as a key part of college STEM success, not a sign of struggle. 
• Use the syllabus as a teaching tool. Treat it as a resource for learning, not just a contract.