Inclusive Syllabi

This post delves into inclusive syllabi as part of the Inclusive Pedagogy playlist.

Syllabi communicate required policies and information as designated by MSU and your department. They also communicate your values as an educator. They are one of the first documents learners refer to in the course thus meaning that centering equity, inclusion, and belonging in this course document is instrumental in setting and communicating values and norms to learners. 

In the following sections, I will overview strategies for inclusive syllabi (including a template you may use), reflections for your syllabus, and resources to learn more that also inspired some of this content. 

What are some strategies for inclusive syllabi? 

An example template for an inclusive syllabus can be copied, revised, and modified for your course. It includes annotations and example policies. 

Welcoming and Representative

A welcoming syllabus means it communicates care, support, and accessibility. A representative syllabus means that it recognizes the diversity of learners in a room and welcomes them as well as represents a range of diverse backgrounds and experiences. Some strategies to implement this include: 

• Refrain from demands and punishment-based language (e.g., “must comply,” “failure will…”). You may also want to use language that invites and supports rather than list rules/regulations. 
• Revise to have a warm and encouraging tone throughout. For example, you can include welcome statements or introduction to you as a person (not just an academic educator). You can also use “we” rather than “you” language to lessen hierarchies of knowledge. 
• Consider how course policies may cause barriers and build in flexibility, empathy, and understanding. For example, rigid attendance policies disproportionally affect disabled learners, parents and caretakers, and those working multiple jobs. Another example is that requiring only verbal participation may exclude those that don’t feel comfortable speaking in front of others or those that have different processing speeds.
• Revise the syllabus to appeal to various learners and perspectives by incorporating Universal Design for Learning and accounting for differences in prior knowledge. You can also include plain language, diverse representations, and openness to feedback.
• Create accessible documents and only use accessible materials within the course. You may learn more about accessible composing on iTeach and MSU’s D2L accessibility supports.
• Consider what sections of your syllabus you may be able to co-create with learners
• Communicate how inclusivity and equity will be centered in discussions, policies, etc.
• Content in the syllabus (e.g., graphics, readings, assignments) should include a range of diverse perspectives and thinking across race, nationality, language, disability, sexuality, gender, class, etc.. This representation should not be tokenizing but spread throughout the syllabus (i.e., not occur once to “check” a box; not present stereotypes; not be centered on a diversity month, such as Black authors in February only)

Learner-Centered and Asset-Based

Creating an inclusive syllabus with a focus on learner-centered and asset-based strategies involves recognizing and valuing the diverse strengths and experiences learners bring to the classroom.

• Frame content with confidence in the learners’ capabilities rather than framing the course as an almost impossible challenge.
• Promote a growth mindset by emphasizing effort, learning from mistakes, and continuous improvement..
• Use language that highlights learners' strengths, potential, and contributions rather than focusing on deficits or shortcomings.
• Foster policies and assignments that value collaboration over competition.
• Offer a range of assessment types to cater to different strengths, such as projects, presentations, written assignments, and creative work.
• Allow for choice and flexibility in assignments to let learners approach tasks in ways that leverage their strengths.

Transparent

A transparent syllabus makes explicit connections that may be less clear for learners as well as clearly communicates expectations for learners. Some strategies include: 

• Make language of the syllabus have limited academic jargon and instead use plain language
• Make visible the implicit connections between course pieces. For example, answering for learners what connections there are between content, how that content is organized and related, and why it’s structured the way it is. 
• Explain basic success information for the course, especially for learners who may not understand the hidden curriculum of college. For instance, this may include explaining what office hours are, how learners can get support from you, peers, and tutoring. It may also include providing resources to learners for financial aid, wellness, etc.
• Articulate policies with your values and also the outcomes of what not aligning to that policy is. You can frame with a welcoming, but also transparent tone. An example includes, “I understand we all have complex lives outside of the course. While it is important for your learning to keep up with the deadlines as much as you can, let me know as soon as you’re able if an assignment’s deadline isn’t feasible, and we will come to a solution together. There is no grade penalty if you submit an assignment late; however, I will not give detailed feedback on late work.”

How can I reflect on my syllabus for inclusion? 

Some reflection questions for you as you write and/or revise your syllabus include: 

• Does my syllabus use welcoming, supportive language without being punitive?
• How does it communicate confidence in learners' abilities and promote a growth mindset?
• How does my syllabus acknowledge and welcome diverse backgrounds and experiences?
• Have I included diverse content (readings, graphics) representing various perspectives?
• Do my policies consider potential barriers for different learner groups (e.g., attendance, participation)?
• How have I incorporated flexibility, empathy, and understanding?
• Have I offered a range of assessment types to cater to different strengths?
• How do my assignments and policies value collaboration over competition?
• Is the language free from academic jargon and easy to understand?
• Have I clearly explained course content connections and basic success information (e.g., office hours, support)?
• How have I made learners aware of available resources (e.g., financial aid, wellness)?
• Do my policies reflect my values and clearly state consequences in a welcoming tone?
• Have I provided clear examples of flexibility and support?

Where can I learn more about inclusive syllabi?

The resources below informed this article’s content. They are also great resources for learning more: 

• Brantmeier et al.’s Inclusion by Design: Survey Your Syllabus and Course Design
• Center for Urban Education’s Equity-Minded Series on Syllabus Review
• Columbia’s Designing an Inclusive Syllabus 
• Indiana University Bloomington’s Inclusive and Equitable Syllabus
• Ohio University’s Inclusive Pedagogy Academy
• University of Michigan’s Inclusive Teaching Strategies: Reflecting on Your Practice