an accessibility statement<\/a> are great ways to indicate your commitment to maintaining an equitable and accessible learning environment. While it is good to include them on your syllabus and say them verbally, it is important that you commit and maintain these expectations in your daily teaching. Without actions, these statements can create further problems.<\/p>\nRepresentation matters.<\/b> Who is represented on your syllabus matters. Do you include individuals of various social identities? This is easier in some fields than others. Begin by asking yourself why you assign the content you do and how do you hope it will advance student learning. Are there ways to replace content with work from others who are from backgrounds that have historically been excluded in your field? However, there are a few words of caution. Be intentional about what scholars work you are assigning and how it will relate to the course learning objectives. Also, it is not enough to simply add a standalone class session or topic related to equity. These topics should be woven throughout the course. Failing to do so will give the impression that these efforts were token gestures.<\/p>\n
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Reflection<\/b><\/h3>\n
Whether reviewing a prior syllabus or creating a new one, most of us make some revisions. As mentioned above, the syllabus is a primary tool for helping to set an inclusive, supportive climate for learners. It reflects your tone and pedagogical choices that will make students feel supported and able to succeed, or not. This document<\/a> contains an incomplete, but initial list of questions to help you make your syllabus more inclusive.<\/p>\n <\/p>\n