Abstract
We propose that a brief take-home syllabus quiz can be a catalyst for students to read and refer to their syllabus as a source of essential information about the class. In this article, we detail the development of such a quiz and provide evidence that students who complete a syllabus quiz have a better understanding of course policies than students who do not. A syllabus quiz may be especially valuable in introductory level courses, enhancing students' acclimation to the expectations of the instructor, the department, and the institution.
