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 lists rules/regulations.
- Revise to have a warm and encouraging tone throughout. For example, you can include welcome statements or an 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 who don’t feel comfortable speaking in front of others or those who 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 one celebration or month-long observance)
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 the 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 not aligning with that policy. 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.”