Texas Tech University

Creating an Inclusive Syllabus

What is an Inclusive Syllabus?

An inclusive syllabus can be a vital part of creating an inclusive learning environment, which is one that is supportive and inclusive of all students. The classroom climate, defined by Susan Ambrose et al., (2010) is "the intellectual, social, emotional, and physical environments in which our students learn" (p. 170) and is fundamental when shaping an inclusive learning environment.

The syllabus can be used as a tool to establish the learning environment as inclusive from the start of a course as students learn more about the objectives and expectations. The syllabus can be more than a roadmap of the course: It can set the tone and draw attention to the importance you place on fostering an inclusive classroom. An inclusive syllabus may include key points such as an engaging tone, a statement regarding diversity and inclusion, or a statement of diversity. Here you can find seven areas of consideration. For more information on each of the areas, please see the next section. Please note that these considerations are flexible and our hope would be that you work to implement one or two new things into a syllabus that is best suited for your teaching style, discipline, and your experience with students.

References:
Ambrose, S. A., Bridges, M. W., DiPietro, M., & Lovett, M.C. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey Bass.

Resources:

 

Inclusive teaching strategies and practices allow students to value their experiences and the intersecting identities that they bring with them into the classroom. Their identities and experiences, with race, ethnicity, different abilities, health, socioeconomic class, religion, etc. inform the lens from which they view the content of a course. With guidance from the instructor, students can develop a sense of belonging and appreciation of their perspectives within the classroom, and this allows students to establish ownership in creating the learning environment. Students' ownership and commitment to maintaining a productive learning environment can be one of many benefits of implementing inclusive teaching strategies and practices. Below is a list of benefits under three main objectives of an inclusive classroom 1.) Equity and Access 2.) Engagement 3.) Sense of Belonging. For more resources on the benefits of an inclusive syllabus, please see the listed references.

Equity and Access
  • Progress towards more equitable access for all students in the course
  • Reflection by the instructor of their own culturally-bound assumptions that influence their interactions with students
  • Widening participation of all students
  • Exposing students to different interests, experiences, and applications of knowledge among learners
  • Expanding students' and the instructor's understanding and commitment to diversity and inclusive practices
Engagement
  • The co-creation of a mutually beneficial, adaptable, and responsive learning environment
  • Increased student engagement in the course content, leading to enhanced learning
  • Encouragement and practice of students to draw on and apply their own experiences and knowledge to the content
  • Establishment of clear rules and understanding for assignments and the behaviors of all students
  • Students connect with course materials that are relevant to their experiences
Sense of Belonging
  • Creating an atmosphere of mutual trust and respect, empathy and open-mindedness with student-to-student interactions and student-to-instructor interactions
  • The feeling among students that they are valued, which makes them more willing to be intellectually challenged and meet high standards set by the instructor
  • Greater student comfort with expressing their thoughts in and out of class
  • Students see their own identities reflected within the content and the field of study increasing their likelihood of retention
Resources:References:

Implementing inclusive practices to your course and specifically your syllabus is a continual reflective process. It is essential to keep in mind your own teaching style, discipline, and how your syllabus conveys your teaching philosophy and goals to your students. The syllabus is only one place within many areas of your course where you can establish your value for diversity, equity, and inclusion. It will not be possible to address and identify all of your course's inclusive practices and strategies from the syllabus alone. The syllabus is simply one avenue through which you communicate inclusivity to your students.

To get started, think about what aspect of your syllabus you will want to develop with an inclusive lens. Do you want the overall tone of the syllabus to communicate more of a welcoming tone? Or maybe you are wanting to draw more of a focus on learning as a lifelong pursuit. Perhaps you have wanted to state informal rules more explicitly. Start by reviewing this document titled Seven Areas of Consideration for Inclusive Syllabus Design. Once you have identified a few places, you want to focus your updates. Visit this OneNote notebook titled Creating an Inclusive Syllabus. In this notebook, you will find a library of inclusive syllabi created past IIE members, along with more resources for each of the seven areas of consideration.

Please also feel free to reach out to Alec Cattell by email at (Alec.Cattell@ttu.edu) or by phone at 806-834-5071. He would be happy to discuss any questions or ideas you are thinking about applying as your inclusive practices or strategies you are considering implement in your course.

Teaching, Learning, & Professional Development Center

  • Address

    University Library Building, Room 136, Mail Stop 2044, Lubbock, TX 79409-2004
  • Phone

    806.742.0133
  • Email

    tlpdc@ttu.edu