Syllabus design

The importance of the syllabus should not be underestimated, whether the course is taught online or face-to-face. The syllabus is the “first opportunity for faculty to communicate their philosophy, expectations, requirements, and other course information” (Fuentes et al. 2021). Considering the importance of the syllabus, teachers can solicit students’ feedback on the syllabus and adjust their syllabi to reflect an inclusive environment in their classrooms (or online teaching space). For example, Kevin Gannon form Grand View University developed a template “Syllabus from a student perspective” that teachers can use to do just that (students can evaluate the syllabus anonymously as well).

What else can teachers do in terms of promoting inclusivity through their syllabus?

Inclusivity Statement Example

 

Our Commitment to Inclusion  
Our college is committed to creating a learning environment that meets the  
needs of its diverse student body. This means that all students, including students with disabilities, are provided equal and equitable access to all course and classroom materials. 

As your instructors, we are dedicated to ensuring that participants have the resources and opportunities you need to succeed. Our goal is to deliver course materials that are accessible for all participants – including those using assistive technologies or with different learning needs.  

Please let us know if you find any of the course documents inaccessible or difficult to interact with so that we can work together to improve accessibility and usability for all. We are always open to suggestions. 

(Heather Mariger, Chemeketa Community College & Kaitlin Lucas, Central European University)

Accessibility Statement Example

This course has been specifically designed to foster a diverse learning environment. Please kindly inform me about any unseen hurdles that may present a barrier to your learning. Feel free to speak to me at any time about concerns or questions you may have about assignments, activities, or assessments.

(Natalia Nyikes & Kaitlin Lucas, Central European University)

Works cited:

Fuentes, M.A., Zelaya D.G., Madsen J.W. (2021). Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion. Teaching of Psychology 48(1):69-79.

Gannon, K. “The Syllabus from a Student Perspective” http://www.thetattooedprof.com/wp-content/uploads/2019/09/The-Syllabus-from-a-student-perspective.pdf