Community College Summit - Part 1: Communicating Equity and Inclusion Through Syllabus Design
Concurrent Session 2
Join us to discuss how instructors and designers can establish equitable and inclusive student learning environments through their syllabus design and language. Presenters will provide an overview of research that informs a framework for more equitable, inclusive, and anti-racist pedagogy.
Participants will also learn more about an inquiry tool to guide reflexive practice.
For many learners, our syllabus is the first impression they get of us as educators, the course, and our teaching approach. As a result, we’ve likely sustained the language, norms, and expectations handed to us when we began teaching a specific course. As we’ve come to realize, previous approaches were not always equitable or inclusive and often contributed to the maintenance of disparities we see with particular demographics and identities.
Understanding how our syllabus design could sustain or disrupt how some learners are systematically disadvantaged is essential. Our syllabus has the power to contribute to a counter narrative to structural racism, stereotype threat, micro and macro aggressions, imposter syndrome, and a lack of familiarity with higher education in the United States.
Using an extensive research review by the Center for Urban Education, presenters will provide evidence-based practices that inform a more equitable, inclusive, and antiracist syllabus design.