{"id":4993,"date":"2017-02-03T19:42:00","date_gmt":"2017-02-03T19:42:00","guid":{"rendered":"https:\/\/dev-tufts-provost.pantheonsite.io\/celt\/?page_id=4993"},"modified":"2017-08-23T20:35:52","modified_gmt":"2017-08-23T20:35:52","slug":"the-syllabus-as-a-tool-for-setting-the-climate","status":"publish","type":"page","link":"https:\/\/provost.tufts.edu\/celt\/initiatives\/inclusive\/changing\/the-syllabus-as-a-tool-for-setting-the-climate\/","title":{"rendered":"The Syllabus as a Tool for Setting the Climate"},"content":{"rendered":"<p><i>\u201c\u2026More important, perhaps, is the recognition that we teach as much by what we do and value and prioritize in the learning environments we create as by the information we impart.\u201d \u00a0(\u2026Start Talking, Chapter 3, 2008)<\/i><\/p>\n<table style=\"border-color: #000000; background-color: #f2f2f2;\">\n<tbody>\n<tr>\n<td>Developing or revising your syllabus can be a form of\u00a0<strong>reflection<\/strong>.<\/p>\n<ul>\n<li>Why do I select the content I do?<\/li>\n<li>What assumptions have I made about the learners in my class?<\/li>\n<li>Are these the best teaching strategies for this course and these students?<\/li>\n<li>Do I use examples and text throughout that are representative of my students?<\/li>\n<li>Do I encourage and present alternative perspectives?<\/li>\n<li>Are there alternative or better ways to evaluate student work than I currently use?<\/li>\n<\/ul>\n<p>Adapted from <a href=\"http:\/\/www1.umn.edu\/ohr\/teachlearn\/tutorials\/syllabus\/what\/index.html\">the University of Minnesota Center for Education Innovation<\/a><\/p>\n<p>The syllabus can be a tool for\u00a0<strong>socialization<\/strong>.<\/p>\n<ul>\n<li>You can set the overall\u00a0<strong>tone\u00a0<\/strong>for the course and your expectations for participation and interaction with you and others<\/li>\n<li>It can set the environment for\u00a0<strong>co-constructing learning\u00a0<\/strong>(Consider what input students might be able to have in shaping the syllabus.)<\/li>\n<li>It can convey your\u00a0<strong>expectations\u00a0<\/strong>of hard work with the possibility of all students achieving excellence<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<hr \/>\n<h2>Some Effective Practices When Designing Your Course<\/h2>\n<ol>\n<li>Make your goals and objectives explicit.<\/li>\n<li>Vary the ways students can demonstrate their learning.<\/li>\n<li>Include diverse names, images and examples throughout the course.<\/li>\n<li>Include multiple perspectives on each topic in the course.<\/li>\n<li>Build into the course calendar times when you will ask for feedback.<\/li>\n<li>Vary the ways students can demonstrate their learning.<\/li>\n<\/ol>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-5292 alignleft\" src=\"https:\/\/provost.tufts.edu\/celt\/files\/thought-bubble-305053_960_720.png\" alt=\"\" width=\"52\" height=\"28\" srcset=\"https:\/\/provost.tufts.edu\/celt\/wp-content\/uploads\/sites\/4\/thought-bubble-305053_960_720.png 960w, https:\/\/provost.tufts.edu\/celt\/wp-content\/uploads\/sites\/4\/thought-bubble-305053_960_720-570x306.png 570w, https:\/\/provost.tufts.edu\/celt\/wp-content\/uploads\/sites\/4\/thought-bubble-305053_960_720-850x457.png 850w, https:\/\/provost.tufts.edu\/celt\/wp-content\/uploads\/sites\/4\/thought-bubble-305053_960_720-250x134.png 250w, https:\/\/provost.tufts.edu\/celt\/wp-content\/uploads\/sites\/4\/thought-bubble-305053_960_720-360x194.png 360w\" sizes=\"(max-width: 52px) 100vw, 52px\" \/><strong><em>Reflection<\/em><\/strong><\/p>\n<div>Whether you are 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 student feel supported and able to be successful, or not.<\/div>\n<div><\/div>\n<div><a href=\"https:\/\/provost.tufts.edu\/celt\/files\/Syllabus-Reflection_website.pdf\" target=\"_blank\" rel=\"noopener\">\u00a0In this document<\/a> is an incomplete, but beginning list of questions to help you make your syllabus more inclusive.<\/div>\n<h3>Resources<\/h3>\n<p><a href=\"http:\/\/www.chronicle.com\/blogs\/profhacker\/make-a-more-inclusive-syllabus-with-tulanes-accessible-syllabus-project\/62386\" target=\"_blank\" rel=\"noopener\">Make a More Inclusive Syllabus with Tulane&#8217;s Accessible Syllabus Project<\/a><\/p>\n<p><a href=\"http:\/\/gsws.pitt.edu\/node\/1432\" target=\"_blank\" rel=\"noopener\">Gender Inclusive Guidelines<\/a><\/p>\n<p><a href=\"http:\/\/www.poynter.org\/2003\/a-syllabus-worth-of-difference\/16422\/\" target=\"_blank\" rel=\"noopener\">A Syllabus&#8217; Worth of Difference<\/a><\/p>\n<div>\n<hr \/>\n<\/div>\n<div>\n<p><strong>Back to:<\/strong><\/p>\n<p><a href=\"https:\/\/provost.tufts.edu\/celt\/learning-2\/\">Learning: What Do I Need To Know?<\/a><\/p>\n<p><a href=\"https:\/\/provost.tufts.edu\/celt\/changing-2\/\">Changing: How Do I Get Started?<\/a><\/p>\n<p><a href=\"https:\/\/provost.tufts.edu\/celt\/assessing\/\">Assessing: Is it Making an Impact?<\/a><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>\u201c\u2026More important, perhaps, is the recognition that we teach as much by what we do and value and prioritize in the learning environments we create as by the information we impart.\u201d \u00a0(\u2026Start Talking, Chapter 3,&hellip;&nbsp;<a class=\"moretag\" href=\"https:\/\/provost.tufts.edu\/celt\/initiatives\/inclusive\/changing\/the-syllabus-as-a-tool-for-setting-the-climate\/\">Read More<\/a><\/p>\n","protected":false},"author":30,"featured_media":0,"parent":4522,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.3 - 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