How have syllabus design best practices evolved in the past decade, particularly in making them more inclusive and equitable? What are instructor and student perceptions about tone, format, and content of syllabi? This page documents over 40 chosen articles (peer reviewed articles, white papers, and resource guides) published in the last 10 years that focus on the following four (not mutually exclusive) categories specific to developing inclusive and equitable syllabi:
- Syllabus design for inclusion and equity: Guides, rubrics, and frameworks
- Analysis of syllabi to determine instructor and student perceptions and use in promoting inclusion and equity
- Inclusion and equity-focused syllabus design research and recommendations
- Online course syllabus design for inclusion and equity
The articles are grouped under these categories along with the published abstract or a short summary/description. The purpose of this resource is to give the reader easy access to evidence-based best practices that can be useful in designing a syllabus for promoting inclusion and equity in their courses and documenting a scholarly approach to syllabus design. Some of the articles are discipline-specific, while most are general and easily applicable across a wide-spectrum of disciplines.
Syllabus Design Guides, Rubrics, and Frameworks
- Palmer, M. S., Bach, D. J., & Streifer, A. C. (2014). Measuring the promise: A learning‐focused syllabus rubric. To Improve the Academy, 33(1), 14-36
Abstract: To enrich the resources for measuring the impact of educational development work, we have created a rubric to assess the degree to which a syllabus achieves a learning orientation. The rubric provides qualitative descriptions of components that distinguish learning-focused syllabi and uses a quantitative scoring system that places syllabi on a spectrum from content-focused to learning-focused. It is flexible enough to accommodate a diverse range of levels, disciplines, institutions, and learning environments, yet nuanced enough to provide summative information to developers using the tool for assessment purposes and formative feedback to instructors interested in gauging the focus of their syllabi. - Taylor, S. D., Veri, M. J., Eliason, M., Hermoso, J. C. R., Bolter, N. D., & Van Olphen, J. E. (2019). The Social Justice Syllabus Design Tool. Journal Committed to Social Change on Race and Ethnicity (JCSCORE), 5(2), 133-166.
Abstract: Despite increased attention on social justice in higher education, underrepresented students often experience the classroom as unwelcoming and even hostile. Although theoretical and pedagogical research exists, what appears to be lacking are examples of concrete social justice pedagogy strategies that can be implemented in the classroom setting. This article describes the Social Justice Syllabus Design Tool (SJSDT) created to facilitate a greater emphasis on social justice in courses. Using an integrative framework and highlighting the focus areas of relationship, community, and process, the SJSDT offers a systematic approach to course re-design by which instructors can assess their classroom environment and course content. A syllabus that signals belongingness, growth mindset, communal goals, clear and positive expectations, and success-orientation assists in setting a welcoming tone that leads to greater student achievement and engagement. Such a syllabus may also help reduce the potential for triggering stereotype threat or other forms of alienation that affect student success among women and students of color in STEM programs. Feedback received from faculty who utilized the tool to revise their course syllabi are discussed, in addition to limitations and recommendations for future practice. - Chandar, S., Crum, R., Pennino, E., Ishikawa, C., Ghosh Hajra, S., & McDonald, K. (2023). Ten tips for developing a more inviting syllabus. Journal of Microbiology and Biology Education, 24(3), e00032-23.
Abstract: In higher education, syllabi have traditionally served as written contracts between instructors and their students, providing first-hand information about the course and expectations. Reading the syllabus may provide students with first impressions or mental images of the instructor, thereby initiating a student-instructor relationship even before any interaction has occurred. Instructors can use syllabi to directly communicate values and practices of equity and inclusion, but students can perceive indirect messages through tone and language that may support or contradict stated values. Here, we share empirically derived recommendations for improving the tone of syllabi with inviting language and stylistic features that promote relationship building with students. - Meadows, L. A., Bernard, M., Clabaugh-Howell, K., Duke, J., Irvin, L., Mayo, L., & Holt, E. A. (2023). Inclusive-Equity Rubric and its Evaluation of Introductory Biology Course Syllabi. College Teaching, 1-20. Analysis and inclusion-focused
Abstract: Learner-centered and inclusive and equitable teaching practices aim to promote better learning outcomes for all students. Course syllabi can provide a window into these practices. We adapted an existing rubric to measure inclusiveness and equity-mindedness of syllabi and used an established rubric to assess their learner-centeredness. We then compared the assessed learner-centeredness and inclusiveness and equity-mindedness of introductory biology syllabi exploring their differences by course and instructor factors. Our sample of introductory biology syllabi did not differ significantly by any of the course or instructor factors; however, we found a strong relationship between learner-centeredness and inclusiveness and equity-mindedness of these syllabi. - Wagner, J. L., Smith, K. J., Johnson, C., Hilaire, M. L., & Medina, M. S. (2023). Best practices in syllabus design. American Journal of Pharmaceutical Education, 87(3), ajpe8995.
Abstract: The syllabus is the cornerstone for directing faculty and student interaction within the didactic and experiential settings. Within each syllabus is both essential and optional information to guide students, faculty, and administration in course expectations as well as to explain how the course aligns within current curricular requirements to maintain program accreditation. Most syllabi contain a plethora of information that continues to grow each year, warranting concerns of syllabus bloat combined with dwindling student attention to syllabus detail. This paper summarizes best practices related to designing effective course syllabi and recommendations to promote clear and concise communication between students, faculty, and administrators involved in pharmacy education. - Syllabus Review Guide for Equity Minded Practice and Syllabus Coding Tool - Reflexive guide centering six equity-minded practices for syllabus design and an accompanying syllabus coding tool.
- Guide for Designing an Inclusive Syllabus - Comprehensive guide for designing inclusive syllabus developed by the 2018 Purdue University Faculty Retention and Success through Intergroup Dialogue Fellowship.
- UDL Syllabus Guide - Guide to embed UDL principles in your syllabus and course design.
- Equity Accelerator’s Syllabus Review Guide and Student-Centered Couse Policy Guide - Six principles to self-assess messages about instructor mindset and student belonging conveyed through course policies, design, and phrasing in your syllabus. Includes accompanying guide on drafting student-centered course policies.
- Inclusive Syllabus Design Guide for Online Courses - Specific recommendations applying the Syllabus Review Guide to revise syllabi for online courses.
Instructor and Student Perceptions and Use of Syllabi
- Stanny, C., Gonzalez, M., & McGowan, B. (2015). Assessing the culture of teaching and learning through a syllabus review. Assessment & Evaluation in Higher Education, 40(7), 898-913.
Abstract: Content analysis of course syllabi can answer a variety of questions about the structure of courses and the campus culture of teaching and learning. The authors report a review of the full population of undergraduate syllabi at one institution during one academic term (n = 1153), including rubric design and training procedures for reviewers. The authors discuss the rich data generated by a comprehensive analysis of syllabus content, including student learning outcomes, descriptions of assignments and projects, and descriptions of activities and strategies instructors use to promote student learning. The review generated inventories of courses that addressed learning outcomes and associated assignments. Librarians and the Centre for Teaching, Learning, and Assessment will use these inventories to approach departments and faculty with shared interests (e.g., information literacy, high impact pedagogical practices, 21st Century skills) and initiate collaborations to develop library workshops, resource materials, and new or improved assignments to promote these learning outcomes. The review findings document changes in the campus culture of teaching and learning and inform efforts for continuous improvement. - Booker, K., & Campbell-Whatley, G. D. (2015). A study of multicultural course change: An analysis of syllabi and classroom dynamics. Journal of Research in Education, 25(1), 20-31.
Abstract: Multicultural Course Change involves deliberate and thoughtful attention to developing and presenting course material that focuses on well-defined multicultural goals. In this qualitative study, nine faculty participated in a Summer Diversity Institute designed to support multicultural curriculum development and instruction. Syllabi were reviewed for multicultural content and assessment, while direct classroom observations were conducted to assess instructional strategies and classroom dynamics. A review of syllabi revealed moderate implementation based on Morey and Kitano’s theoretical model of Multicultural Course Change. Classroom observations illustrated that faculty were able to engage students in multicultural course goals to a greater degree than specified in the analyzed syllabi. Implications for institutional diversity programming and faculty professional development are discussed. - Savaria, M. C., & Monteiro, K. A. (2017). A critical discourse analysis of engineering course syllabi and recommendations for increasing engagement among women in STEM. Journal of STEM Education: Innovations and Research, 18(1).
Abstract: Men outnumber women in the enrollment of science, technology, engineering, and mathematics (STEM) undergraduate majors. Course syllabi are distributed to students during open enrollment and provide key insights into the courses. A critical discourse analysis of introductory engineering syllabi at a 4-year public university revealed limited to no inclusion of: student learning course outcomes, connections to topics outside of engineering, encouragement of faculty-student or peer relationships, personal growth and societal impacts, or acknowledgement of the underrepresentation of women in STEM. Syllabi should incorporate multicultural engagement factors to help reduce the gender gap and promote the increased involvement of women in STEM fields. - Richmond, A. S., Morgan, R. K., Slattery, J. M., Mitchell, N. G., & Cooper, A. G. (2019). Project syllabus: An exploratory study of learner-centered syllabi. Teaching of Psychology, 46(1), 6-15.
Abstract: Recent research suggests that designing a syllabus using learner-centered principles may increase students’ perceptions of their instructor on the characteristics of rapport, caring, helpfulness, willingness to seek help from the instructor, and student motivation. Typically, a learner-centered syllabus is one that presents a positive tone at the point of a student’s first contact with a course and describes collaborative opportunities, repeated opportunities for formative assessment, and a sense of ownership of the learning experience. In the present study, we assessed the learner-centeredness of 109 syllabi sampled from Project Syllabus. Analyses revealed these syllabi to be disproportionately learner-centered on almost all of the factors assessed. In addition, there were moderate to strong associations among learner-centered factors, syllabus length, and use of images in syllabi. Finally, results indicate that syllabi from Project Syllabus have become increasingly more learner-centered over a 19-year period. Implications for a model of learner-centeredness are discussed, including how learner-centered syllabi impact a student’s perceptions of teacher effectiveness and strategies for assessing learner-centeredness. - Yarosh, J. H. (2021). The syllabus reconstructed: An analysis of traditional and visual syllabi for information retention and inclusiveness. Teaching Sociology, 49(2), 173-183.
Abstract: The current research examines whether a visual syllabus aids in information retention compared to a traditional text-based syllabus. The data derive from two lower-division sociology classes, each having a different syllabus format. Utilizing a syllabus quiz during the first week of the class provides the data about whether syllabus format matters. The data suggest the visual syllabus class retained more information given that students exposed to the visual approach scored significantly higher on a quiz than the traditional syllabus class. The current research presents an overview of why visuals may help in information retention with emphasis on the importance of inclusive course material and nontraditional students; an explanation of the data, methods, and analytic procedure followed by the findings; as well as a critical evaluation of and points to consider when creating a visual syllabus. - Gallo, V. J., Cotton, S., Theeke, L., Barnhart, C., Marino, L., Messer, J., ... & Smothers, A. (2022). Evidence of diversity, equity, and inclusion in nursing syllabi: a descriptive analysis. Journal of Nursing Education, 61(12), 665-671.
Abstract: Schools of nursing must produce nurses able to address the care needs of diverse populations. Within schools of nursing, faculty should intentionally construct syllabi to establish an environment of inclusivity where diversity is embraced. Content analysis of 81 undergraduate and graduate course syllabi from four university campuses was performed to determine explicit evidence of content on diverse populations, inclusive andragogy, and policies related to diversity, equity, and inclusion (DEI). Three quarters of terms indicative of diverse populations were found in course syllabi; all terms that provided evidence of inclusive andragogy and all DEI-related policies were identified at least once in course syllabi. Strengths and weaknesses were identified in communicating DEI content, policies, and inclusive andragogy to students. Faculty development on best practices related to inclusion of DEI in the classroom beginning with the syllabus is the first step to ensure a more inclusive nursing workforce. - Kerrigan, J., & Bifulco, C. (2023). Syllabus 2.0: Using Videos to Make the Syllabus Active. College Teaching, 1-10.
Abstract: Given the wealth of research available on what components to include in a syllabus and how that affects instructor perception, there is a lack of research on how to present the syllabus to engage students in learning about the course. Our study examined the implementation of two multimedia syllabi developed for large lecture math courses: a graphic syllabus and a video version. After reviewing their respective syllabi, students were given a syllabus content quiz and course perception survey. Findings indicate no significant difference between students’ syllabus quiz performance and overall survey responses between groups. Students responded favorably to the survey regardless of syllabus type. Last, there was no observed relationship between the length of each syllabus segment video and the frequency at which students watched each segment. Implications of this study will address engagement with the syllabus and provide additional considerations for syllabus development. - Parson, L., & McCloud, L. I. (2023). Exploring the use of Diversity, Inclusion, and Equity: A Critical Discourse Analysis of HESA Introductory Syllabi. International Journal of Qualitative Studies in Education, 1-21.
Abstract: In this Critical Discourse Analysis (CDA) of Higher Education and Student Affairs (HESA) introductory syllabi, we sought to understand the language used in higher education introductory syllabi as they reflected higher education social justice discourses. Specifically, we explored the use of equity, diversity, and inclusion in HESA syllabi to understand how nominalized words were used to communicate social justice discourses in higher education. Since HESA programs are designed to prepare higher education practitioners, exploring the language used in instructional documents provides a perspective of the current and past state of higher education and, possibly, provides insight into the future of higher education as it is guided by HESA professionals. As such, understanding the nature of these courses is critical to provide perspective on higher education at present – as language is indicative and predictive of discursive patterns and beliefs – to identify discourses that legitimize dominating knowledge, policies, practices, and procedures. - Sunds, J., Rohrbach, S., & Drais-Parrillo, A. (2023). What Do Students Perceive from the Syllabus? The Importance of Syllabi to Communicate Belonging and Promote Engagement. International Journal on Studies in Education (IJonSE), 5(4).
Abstract: Syllabi are introductions and, like first impressions, can affect one’s outlook. The current study is part of a larger evaluation of diversity, equity, and inclusion (DEI) in academic spaces; here we hoped to determine if research aligns with students’ perceptions. Prior studies suggest syllabus qualities that signal belonging and increase engagement, especially for underrepresented students. Participants rated syllabi from different years. We anticipated that 2015-16 syllabi, before DEI objectives were enacted, would have fewer identity safety cues, less emphasis on inclusion, and focus less on diversity concepts compared to 2021-22 syllabi, after DEI objectives were prioritized. The latter were rated as more inclusive, more engaging, promoting greater belonging, and having a more approachable instructor. In comparisons by group, POC and white students did not differ in their perceptions of syllabi from 2015-16 nor did traditional and non-traditional students. Perceived changes from 2015-16 to 2021-22 syllabi revealed differences by social identities. White students perceived greater changes in instructor attributes and belonging over POC students, and traditional students rated greater changes in belonging, engagement, and instructor attributes than non-traditional students. These outcomes suggest that our DEI efforts are not being perceived equally among students, which ultimately may affect student motivation and outcomes. - Rich, B. L. (2023). How are culturally inclusive teaching practices integrated into business school’s curriculum? An analysis of syllabi from the United States. International Journal of Inclusive Education, 27(4), 435-458.
Abstract: This study investigates the treatment of culturally inclusive teaching practices in schools of business. A content and quantitative analysis were performed on 392-course syllabi selected from management departments in the United States, representing 131 AACSB-accredited schools of business. Syllabi were coded for content, pedagogy, accommodation statements, and perspective-taking. Results revealed that diversity was treated as a topic in roughly twenty percent of course syllabi, although; this was highly variable by course type. Inclusive language that denoted a safe and open environment, rules for productive discussions, and point of view statement were largely absent. Implications of these results and future research are discussed. - Fleck, B., & Richmond, A. S. (2024). Does the Instructors Gender Identity and Syllabus Design Affect Students Perceptions of Their Instructor?. Teaching of Psychology, 51(2), 166-179.
Abstract: Learner-centered syllabi influence students’ perceptions of their instructors; however, studies have not investigated the gender identity of the instructor. We sought to investigate whether the gender of the instructor and the syllabus design affected students’ perceptions of the instructor, course, and memory of the syllabus. Participants were randomly assigned to read either learner- or instructor-centered syllabi for a course taught by a male, female, or gender-neutral instructor. They reported their perceptions of the instructor (i.e., Teacher Behavior Checklist), how they perceived the syllabus (i.e., Syllabus Tone Survey), and their memory of syllabus information. Students who received a learner-centered syllabus perceived the instructor as possessing higher master teacher behaviors, positive tone and remembered more of the course syllabus. Students perceived gender-neutral instructors as more caring, supportive, professional, and communicative compared to male and female instructors. Perceptions of male instructors were the least negative, and female instructors were the least positive. The current study adds to the growing body of research demonstrating that a learner-centered syllabus can positively influence students’ perceptions of the instructor. The initial evidence suggests that gender may also have an effect. Instructors should consider designing their syllabus using learner-centered principles and be cautious and aware of a potential gender bias. - Eslami, M., Denaro, K., Collins, P., Sumarsono, J. M., Dennin, M., & Sato, B. (2024). How syllabi relate to outcomes in higher education: A study of syllabi learner-centeredness and grade inequities in STEM. Plos one, 19(4), e0301331.
Abstract: Fostering equity in undergraduate science, technology, engineering, and mathematics (STEM) programs can be accomplished by incorporating learner-centered pedagogies, resulting in the closing of opportunity gaps (defined here as the difference in grades earned by minoritized and non-minoritized students). We assessed STEM courses that exhibit small and large opportunity gaps at a minority-serving, research-intensive university, and evaluated the degree to which their syllabi are learner-centered, according to a previously validated rubric. We specifically chose syllabi as they are often the first interaction students have with a course, establish expectations for course policies and practices, and serve as a proxy for the course environment. We found STEM courses with more learner-centered syllabi had smaller opportunity gaps. The syllabus rubric factor that most correlated with smaller gaps was Power and Control, which reflects Student’s Role, Outside Resources, and Syllabus Focus. This work highlights the importance of .course syllabi as a tool for instructors to create more inclusive classroom environments - Lopez, S., Pham, A., Hsu, J. L., & Halpin, P. A. (2024). Students Bypass the Syllabus to Utilize Alternate LMS Locations for Assignment Deadlines. Advances in Physiology Education.
Abstract: The syllabus is a required document for all courses to provide students with course information, 15 policies, and assignment deadlines. The goals of this study were to investigate students’ 16 perception of the role of the syllabus, preferred location of assignment deadlines, and the 17 preferred style of receiving deadline notifications. Faculty (n=14) and students (n=324) from 18 community colleges through professional schools were invited to participate and complete a 19 survey. We used a mixed method design of survey questions, and the results demonstrated that 20 students defined a syllabus as both a contract and learning tool and that it should be flexible. 21 Students ranked assignment deadlines as the most important part of the syllabus, yet a follow-up 22 question indicated most referred to four distinct locations in their Learning Management System 23 (LMS) to find these deadlines. While students preferred to receive deadline notifications on their 24 smartphones, they also wanted to be reminded by faculty in class. This study helps faculty to 25 obtain a glimpse of current student practices. We recommend that faculty communicate with 26 students the role and expected use of the syllabus in their course while emphasizing its use to 27 identify deadlines. This renewed practice will be time well spent to avoid student confusion and 28 missed deadlines.
Inclusion and Equity-focused Syllabus Design: Research and Recommendations
- Fornaciari, C. J., & Lund Dean, K. (2014). The 21st-century syllabus: From pedagogy to andragogy. Journal of Management Education, 38(5), 701-723.
Abstract: While the scholarship of teaching and learning literature has made great advances in our understanding of how learning might best occur, the syllabus as a teaching and learning tool appears to have been almost completely left out of the developmental conversation. Overwhelmingly, extant literature about syllabi and their use focuses on operational course norms—what to include, policies to be delineated, structural aspects to be covered. However, the student development literature and in particular, the Generation Y age cohort literature, indicates that information processing norms may increasingly degrade students’ ability to use course syllabi for their intended purpose. In this article, we explore how and why the role of a course syllabus has changed, particularly in the management education realm, using the andragogy literature to frame the discussion. Employing four analytic frames from the current syllabus development literature—syllabus as contract, as power, as communication or signaling device, and as collaboration—we offer current and andragogically revised excerpts from our own syllabi as part of the conversation. - Whitaker, M. (2015). Updating Syllabi, Reimagining Assignments, and Embracing Error: Strategies for Retaining Marginalized Students in Philosophy.
Abstract: This article recognizes lack of diversity in the student body in Philosophy and provides strategies to diversify students and ultimately faculty to enrich the discipline as a whole. One of the strategies suggested in updating course syllabi in Philosophy. Updating syllabi could involve diversifying the representation of philosophers (both gender and race) in the course content, amplifying their voices, and embedding activities that can increase students’ cultural proficiency and recognition of context when encountering philosophers from a different cultural background. The author provides research evidence and personal experiences that this strategy works to retain students of minoritized identities in the discipline. The author goes on to provide sources including professional bodies that maintain databases of diverse readings and encourages use of social media to solicit input for specific types of syllabi or courses. The author finally provides additional strategies of reimagining assignments and providing students opportunities to learn from failures. - Faravani, A. (2017). Issues in syllabus design (Vol. 6). BRILL.
Abstract: As a praxis-based sequence these texts are specifically designed by the team of international scholars to engage in local in-country language pedagogy research. This exciting and innovative series will bring a dynamic contribution to the development of critical new literacies. With a focus on literacy teaching, research methods and critical pedagogy, the founding principle of the series is to investigate the practice of new literacies in English language learning and teaching, as negotiated with relevance to the localized educational context. It is being and working alongside people in the world that is at the core of the PELT viewpoint. The Praxis of English Language Teaching and Learning series will focus on inter-culturality and interdisciplinary qualitative inquiry and the dissemination of “non-colonised” research. - Ahadi, H. S., & Guerrero, L. A. (2020). Decolonizing your syllabus, an anti-racist guide for your college. Collegiality and Vigilance in a Time of Crisis, 42.
Abstract: “The design, content, and tone of the course syllabus will either engage or disengage students”. How can one center anti-racism and equity in a course syllabus such that it supports engagement, validation, and sense of belonging of students of color? The authors provide a useful overview of the literature on decolonizing one’s pedagogy and curriculum and leave the reader with series of reflective prompts that prompt an anti-racist and decolonized course and syllabus design. - 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.
Abstract: This highly cited article on promoting DEI through syllabus design provides a philosophical and strategic lens to this work informed by a solid evidences base of theoretical frameworks and best practices with Psychology, which can applied to other disciplines. With the “syllabus being the first opportunity for faculty to communicate their philosophy, expectations, requirements, and other course information”, the authors argue that “Infusing EDI in the syllabus is essential for promoting an inclusive learning environment and is conducive to establishing goals related to cultural competence”. Developing a DEI mindset in syllabus development undergirds the strategies presented by the authors and they encourage self-reflection, learning, and self-critique to promote this mindset. The authors provide eight research-supported strategies for developing an inclusive and equitable syllabus – 1. engaging in reflexivity, 2. adopting a diversity-centered approach, 3. highlighting diversity in course description and acknowledging intersectionality, 4. developing diversity-centered learning objectives, 5. including a diversity statement, 6. decolonizing the syllabus, 7. fostering a family-friendly syllabus, and 8. establishing ground rules for communication. - Zanotti, L. (2021). The inclusive syllabus project. working Pap. Ser.: navigating careers Acad.: Gend., race, Cl., 3(2), 115-120.
Abstract: “Syllabi, in short, can reinforce normative aspects of institutional knowledge-making and syllabi also can be sites of transformative change that disrupt silences, invisibilities, and oppressions.” This article provides a nearly exhaustive set of guidelines for designing an inclusive and justice-oriented syllabus and a course along with a rich set of resources that inform these guidelines. Review the Guide for Designing an Inclusive Syllabus on pp 121 for a set of reflection questions and pointers to design student-centered, anti-racist, and inclusive syllabi. This guide also includes resources to sample syllabi language that can you adapt for your syllabus. - Gin, L. E., Scott, R. A., Pfeiffer, L. D., Zheng, Y., Cooper, K. M., & Brownell, S. E. (2021). It’s in the syllabus… or is it? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution. Advances in Physiology Education.
Abstract: A review of 75 biology course syllabi in a research-intensive institution provided illuminating insights into what types of content do instructors include in their syllabi, whom does it benefit, and could a syllabus be used to promote inclusion? Additionally, the study also revealed what types of content institutions mandate in a syllabus, how well are these mandates followed, and how do syllabi in upper- and lower-level courses differ. The authors draw upon evidence that states that when designed intentionally, syllabi can serve as cultural capital, a way to equalize information students receive about course, instructor, and the university policies and resources and demystify the implicit norms and expectations of a course or the higher education system broadly. The study involved analyzing 75 syllabi from unique instructors using a rubric that identified and defined specific syllabus elements, underscored who could benefit from that element, and how it could be used to promote inclusion. The article also includes specific examples of syllabus language that promotes inclusion. The authors report that instructors were found to focus more on the content and course expectations than include information to promote inclusion, speculating the prevalence of instructor-centric syllabus development practice instead of student-centric development. They go on to provide recommendations on syllabus length and content in the context of using the syllabus as cultural capital, important components to include at various course-levels in the context of who may get excluded due to instructor assumptions and conclude with a series of questions that will encourage readers to become reflexive and student-centered instructors. Supplemental materials include the syllabus rubric and a sample syllabus template. - Zidani, S. (2021). Whose pedagogy is it anyway? Decolonizing the syllabus through a critical embrace of difference. Media, Culture & Society, 43(5), 970-978.
Abstract: The author uses “participatory culture, critical and decolonial pedagogical theories, and Black and transnational feminist pedagogy, to suggest a critical embrace of different as an approach for designing syllabi that center the students rather than the Western rooted tradition” The authors draw on from a rich body of theories from communications, culture, and media studies. Leveraging her positionality and lived experiences, the author frames the context that “inclusion in the syllabus is part of a larger discussion around power over pedagogy and knowledge” while reiterating the oppressed domains and peoples in higher education and the need for a “critical embrace of difference”. The author provides an alternative syllabus design foundation, stepping away from the traditional structure and thereby valuing “different” thinking and learning. Furthermore, the author explains with examples as to how the types of readings, class activities, and participation guidelines can signal inclusion and equity in the classroom and enhance a students’ sense of belonging while promoting trust and an open learning space. - Burke, C. C. (2022). Acknowledging our student’s souls: a case for creating an equity-focused syllabus. Contemporary justice review, 25(3-4), 221-244.
Abstract: bell hooks states that the necessary conditions for learning to begin – deep and intimate learning – requires respect and care for our students. However, educators have been told they need to enculturate into the higher education social hierarchy for generations – to be the ‘sage on the stage’ rather than creating course and classroom environments that support engaged learning. Our students are intimidated by, and sometimes even, afraid of us from day one as they read our jargon-heavy, punishment-laden, bold-faced, underlined, and all-caps syllabi. We can take steps towards decolonizing our courses, by building equity-driven syllabi that enable students to succeed from day one. This paper provides reflection and practical ideas (that you can use) to create an equity-driven syllabus, demonstrative of your love for teaching and respect and care for your student’s souls. - Chen, J., Hughes, S., & Ranade, N. (2023). Reimagining student-centered learning: Accessible and inclusive syllabus design during and after the COVID-19 pandemic. Computers and Composition, 67, 102751.
Abstract: This paper considers how the course syllabus, an often-overlooked document, can function as an instrument for naming and enacting more inclusive, accessible, and learner-centered classrooms. A syllabus is a powerful tool with the potential to make visible the practices and policies of an instructor's pedagogy, to facilitate trust between instructors and students, and to set the tone for a course. Despite the gravity of this document, however, the language and form of written syllabi have tended to be passed down, either institutionally or through generations of instructors, rather than revised and redesigned to meet the needs of students in a changing world. Observing renewed interest in inclusivity and accessibility in pedagogical conversations in the wake of the COVID-19 pandemic, the authors conducted this study of twelve digital rhetoric syllabi to systematically and precisely analyze the ways language is used to create learner-centered syllabi in service of more just classrooms. The findings demonstrate the need for creating accessible learning experiences for students, showing empathy through various learner-centered tools, and using positive and inclusive language to promote diversity, equity, and social justice. - Watts, J. (2024). “I’m Not Mean”: How the Course Syllabus Communicates Power. College Teaching, 1-9.
Abstract: To explore how syllabi communicate power and what this genre says about pedagogy and student-instructor interactions, I analyzed selected syllabi from an undergraduate professional writing (PW) program and conducted two focus groups with students and one with instructors to learn their perceptions about the genre broadly and to explore their reactions specific to PW syllabi. To analyze my IRB-approved study’s data, I use McCroskey and Richmond’s bases of power framework. Findings suggest that syllabi reflect contradictions inherent in the instructor role and help to illustrate the often incongruous relationship instructors cultivate with students, evidenced by rule-enforcing on the one hand and relationship- and community-building on the other. To negotiate these contradictions, instructors distance themselves from their syllabi, using a variety of strategies to downplay their authorship. Naming the bases of power and identifying them through the rhetorical and genre convention rules of the syllabus reveals various maneuvers instructors use to communicate (power) through syllabi. Doing so characterizes instructor power as nuanced discourse, surpassing the language written on the page to the ways the genre is used as a rhetorical space for negotiating roles, behaviors, and activities. - AI syllabus policy - Moore, S., & Lookadoo, K. (2024). Communicating Clear Guidance: Advice for Generative AI Policy Development in Higher Education. Business and Professional Communication Quarterly, 23294906241254786.
Abstract: This article presents the ongoing conversation about generative AI guidance and policy in higher education. The article examines syllabus policies, including analyzing sentiment, emotion, and common themes in GenAI policies. Findings show that policies should be audience-focused, clearly written, and grounded in strategies to promote ethical AI use in academia and the workforce. Practical tips for policy writing and sample policies are provided. - Kobeissi, M. M., Kearney, K., Christopherson, K., & Ramirez, E. G. (2024). The Syllabus: A Commitment to Diversity, Equity, and Inclusion in Nursing Education. Journal of Nursing Education, 1-4.
Abstract: Preparing a diverse nursing workforce skilled at caring for diverse populations is essential for achieving health equity in our society. Academic organizations, schools of nursing, and faculty are responsible for creating diverse, equitable, and inclusive (DEI) learning environments. The obligation for DEI initiatives in nursing education is guided by professional position statements and accreditation criteria. The course syllabus is an inclusive strategy for setting the classroom tone at the start of the semester. Faculty can leverage the syllabus to provide explicit rhetoric for a diversity-centered educational climate. This article provides a sample DEI syllabus statement developed by the authors using existing organizational policy terminologies and which was reviewed by a DEI team including the nursing dean, DEI champions, and the university legal department. A carefully crafted syllabus statement is a purposeful acknowledgement of DEI as a core value in nursing education and may positively affect students' impression of a course. - Yuksel, P., & Bailey, J. (2024). Designing a Holistic Syllabus: A Blueprint for Student Motivation, Learning Efficacy, and Mental Health Engagement. In Innovative Instructional Design Methods and Tools for Improved Teaching (pp. 92-108). IGI Global.
Abstract: An academic syllabus serves as a pivotal gateway for students embarking on their college journey, offering not only a roadmap for the course but also their initial introduction to the faculty member or teaching staff. The course syllabus can emerge as a cornerstone, molding students' impressions of instructor expertise, expectations, and workload. The current chapter underscores the syllabus's potential impact, transcending its conventional role as a contractual tool and/or cognitive guide. It aims to illustrate the syllabus as a mental map, rich with resources to help navigate course progression and cultivate a sense of belonging to a broader world that exists outside the confines of a (virtual) classroom, prioritizing students' mental health. Drawing on established best practices, the chapter offers insights for both novice and experienced educators, showcasing the transformational potential of syllabus design in nurturing lifelong learning for professional and personal growth.
Online Course Syllabus Design for Inclusion and Equity
- Briggs, C., Boyle, R., & Chavez Stuart, A. (2022). Creating Inclusive Syllabi: Recommendations From the Field. Journal of Educational Research and Practice, 12, 6.
Abstract: Attrition is a persistent concern across online campuses. Because online programs often attract greater numbers of nontraditional, diverse students, attrition issues can especially impact learners from underrepresented groups. Modifications in language and communication, starting with the course syllabus, can create a foundation for an inclusive and supportive learning community. We describe our own process of revising the syllabus template within a counselor education program at a large, online university, via the Student Experience Project (SEP). We offer recommendations for current and future practice and concrete suggestions for higher education faculty members across disciplines. - Johnson, E. A. (2022). Designing the syllabus for an online course: Focus on learners and equity. In Teaching and Learning for Social Justice and Equity in Higher Education: Virtual Settings (pp. 45-83). Cham: Springer International Publishing.
Abstract: Though colleges and universities around the country vary greatly in size, scope, and population, the syllabus is ubiquitous. Thus, we need to understand how a syllabus functions in defining the learning space. This chapter positions the syllabus as a dynamic document that shapes learning and defines the relationships between the learner and instructor, the learner and institution, the learner and course content, and the learners and one another. Following a brief primer on discourse analysis and how texts dictate lived experiences, the chapter proceeds to outline how the format, content, tone, method of sharing, and process for revising syllabi shape learners’ realities. The chapter presents the results of research—both the author’s and other scholars’—into the mechanics and functions of a syllabus. Throughout the chapter, the focus is on creating a learner-centered syllabus, and specific recommendations will guide instructors on how to craft a syllabus to center learning and, especially, learners. Equity will be central to this idea of learner-centeredness. The chapter identifies ways in which syllabi marginalize students—particularly students of color, first-generation students, and students with disabilities—and offers counter-practices to center these students. Within the framework of equity, the chapter will address topics like accessibility and consent, specifically how they play out in an online syllabus. While most of the chapter can apply to the syllabus for any course, Online Opportunities throughout will identify specific ideas for online courses. Examples, memes, and thought exercises bring key points to life and enable instructors to practice incorporating techniques into their own syllabi.
Developed by Anusha S. Rao (August, 2024)