Tuesday, November 30, 2021

Making Your Syllabus Inclusive

Contributed by Jane Nguyen, Instructional Designer I (CSE)

Inclusivity is important in higher education not just at the institution level--administratively, logistically, and structurally--but within the in-person and online classroom as well. It must be put into practice, not just desired & superficially achieved in the abstract, as tangible implementation has a positive impact on student experiences and outcomes.  

The syllabus is invariably the beginning of any college course and is widely considered the most important contributor to effective teaching. It is the backbone, and among other indications, the syllabus conveys who belongs and whose voices are privileged and valued.  

The following are some important questions to self-assess whether your syllabus is inclusive, followed by tips on how to make it just that, if it is currently not or if it could use improvement.  

1)    Does the syllabus demonstrate to students that everyone has a place in the field of study? 

  • Link to a few articles written by people of various ethnic backgrounds who work or research in the field. Possibly feature related “success stories.”  
  • Link to a few articles—or make explicit statements in the course description—discussing how the field is becoming more diverse or how it welcomes more diversity.  
  • Include a few images in your syllabi that feature students of various backgrounds (including different body types, races/ethnicities, heights/appearances; those with disabilities, etc.) 

2)    Does the syllabus encourage everyone to play a role in the learning process? 

  • Make clear in assignment descriptions that every student will participate. For instance, if there is group work, state that though work is done together, you would like to see tangible evidence of individual participation toward the collective product. Or, if there is a group presentation, each person must speak a roughly equal amount of time, not just one speaker selected by the group to represent everyone. 
  • Encourage participation and interaction that is balanced. For instance, tell students that discussion board replies should not be concentrated on a single thread, but that they should seek out threads that haven’t been replied to and engage there. This prevents students from being left out. 

3)    Does the syllabus promote the conditions for every student to succeed in the course? 

  • In your “required textbook” section, provide students with options on how they can get hold of the book if they are not able to buy a brand new copy. This may be other routes to purchase (renting, buying used, getting an online PDF version), or descriptions of how they can facilitate sharing with classmates. Also, state that if none of these options are viable, students should contact you immediately so you can offer further solutions. 
  • Be sure the syllabus states when and where any recorded video conferences will be posted for students who cannot attend. Give students support center or IT information on how they can seek help immediately if videos/screencasts, etc. are not viewable to them.  
  • Provide students with links and contact information to technical support and offices within the university that can provide them with or help them seek out laptops, locales for stronger Internet service, tablets, etc. Keep in mind that even if what is worded in your syllabus does not, alone, “solve” student problems, the fact that you are acknowledging awareness that they may have them and directing them towards help is a start in making students feel acknowledged, assisted, included, etc.

There is a great deal to be considered when it comes to inclusivity in college classes, both online and in-person. The syllabus is just a start. If you would like more tips on inclusivity, please reach out to an instructional designer. We are happy to help. Also, please check out other sources on inclusivity to help inform your course design, syllabus formulation, and teaching as a whole. 

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