The current research examines whether a visual syllabus aids in information retention compared to a traditional text-based syllabus. The data derive from two lower-division sociology classes, each having a different syllabus format. Utilizing a syllabus quiz during the first week of the class provides the data about whether syllabus format matters. The data suggest the visual syllabus class retained more information given that students exposed to the visual approach scored significantly higher on a quiz than the traditional syllabus class. The current research presents an overview of why visuals may help in information retention with emphasis on the importance of inclusive course material and nontraditional students; an explanation of the data, methods, and analytic procedure followed by the findings; as well as a critical evaluation of and points to consider when creating a visual syllabus.

与基于文本的传统教学大纲相比，当前的研究检查了视觉教学大纲是否有助于保留信息。数据来自两个较低部门的社会学类别，每个类别具有不同的课程大纲格式。在课程的第一周使用课程测验提供有关课程格式是否重要的​​数据。数据表明，视觉课程大纲中保留了更多信息，因为接受视觉教学的学生在测验中的得分明显高于传统课程大纲。当前的研究概述了为什么视觉可以帮助保持信息，并着重强调了包容性课程材料和非传统学生的重要性；对数据，方法和分析程序的解释，以及随后的发现；