As the events of 2020 unfolded, our discipline became aware of the need to explicitly address issues of diversity, equity, and inclusiveness (DEI). Many of us held discussions to identify how to best use DEI in our courses and at our institutions. We may not have much control over institutional responses but there are some steps we can take to increase our attention to DEI in our courses. Fuentes, Zelaya, and Madsen (2020) examined the effects of the syllabus on students. Their recent article summarizes ways to create a more inclusive syllabus. Keep in mind that the syllabus is often the student’s introduction to the course and to the faculty member. Creating a syllabus that is more welcoming and inclusive can set a more positive tone to the course. Nusbaum, Swindell, and Plemons (2021) examined impression formation and the syllabus. Students who received a syllabus with a more visual design rated a hypothetical professor as kinder and more approachable. Gurung and Galardi (2021) found that the tone of a syllabus that includes a statement about addressing mental health needs encouraged students to reach out.
What is an inclusive syllabus? It is a syllabus that incorporates specific language and strategies that are designed to foster a classroom environment that is welcoming and inclusive. An inclusive syllabus includes policies and resources that help to ensure all students are supported in their learning. The elements are easy to include and do not require anyone to leave out critical course information.
The tone, words and policies should convey that faculty encourage and welcome all students. Language such as “I” or “we” is more welcoming than “you.” Research and teaching/learning centers around the country have identified some other ways in which the syllabus language can help to create a more welcoming (and inclusive) environment in the classroom. These are some of the ways in which language affects a student’s perception of the environment based on the syllabus:
- Language conveys a sense of support.
- Language conveys an awareness of dominant norms and privilege.
- Language conveys respect and commitment.
- Language is clear and gives students specific information that they need to succeed in the course.
- Language lets students know we think they are capable and can succeed.
- Language lets students know we value their experiences and what they bring to the course.
Adapted from UCLA Center for Education and Innovation and Learning in the Sciencesopens in new window.
Another way to improve that perception is adding a diversity statement that explains why diversity and inclusion are important to education—both generally and in your specific course. The diversity statement helps students understand the importance and relevance of diversity and inclusion. There are sample diversity statements at Yale University’s Poorvu Center—Diversity Statements | Poorvu Center for Teaching and Learningopens in new window.
Other DEI elements to consider including:
- How will you handle religious or cultural observances? Do you let students know that you encourage them to honor these? Do you penalize nonattendance on such days? If so, what message does that send?
- How do you deal with differing points of view? We all teach from our own point of view, whether consciously or not. Do you let students know something about your worldview? Do you explicitly tell them that there are multiple perspectives on all topics, and they should cultivate their own by reading, discussing, contemplating? Do you include something about college being a safe place for such exploration and the need to listen and respect each other?
This is especially important since many courses now rely on online discussion boards. Do you have explicit guidelines for participating in such discussions? We do need to be explicit about how to engage in a respectful academic discussion. Explicit guidance gives students the expectations for such exchanges. Including examples of such discussions is also very helpful. Conveying these expectations gives us an opportunity to show students how to have an academic discussion that is respectful and includes varying perspectives without labeling any as “wrong.” - How do you address mental health concerns? Since the start of the pandemic, we have seen a rise in mental health issues among students. I suspect many of these were already there and the current state of the world has just exacerbated them. Does your institution have a statement about the importance of student well-being and how to get help at the school? If not, what could you include?
- How do you frame your office hours? Many first-generation students do not understand the concept. Even non-first-generation students can be confused about what an office hour is. How do you present yours? Do you invite students to drop in (whether in person or virtually)? Viji Sathy, PhD, from University of North Carolina has a unique approach to office hoursopens in new window.
A syllabus that is inclusive is one that is also accessible and uses principles of universal design. These elements are not just for those needing accommodations. Universal design makes documents approachable for all students. Some easy ways to make your syllabus accessible include:
- Use accessibility checker in Word.
- Include alt text for any images.
- Use black ink since color can be hard to read. Use bold for emphasis.
- Use standard fonts.
- Make sure tables are accessible.
- Use descriptive links, not just a URL.
- Make sure any video or narrated PPT has an accurate transcript.
You can find information on accessibility at these sites:
- Microsoft Accessibilityopens in new window
- University of Washington on Accessibilityopens in new window
- Color Issuesopens in new window
- Accessible Tablesopens in new window
Incorporating principles of DEI is likely to be a major focus in the years ahead. Many institutions already have completed a lot of work on DEI. Here are some institutions with more information on DEI.
- Association of Colleges and Universities Toolkitopens in new window
- University of Massachusettsopens in new window
- University of Utahopens in new window
- Using Inclusive Language—UMichiganopens in new window
- Inclusive Syllabus Language—UMichiganopens in new window
- Columbia University Inclusive Teaching and Learning Onlineopens in new window
Diane Finley, PhD, is a professor psychology at Prince George’s Community College. She serves as the director of professional development mentoring for the Society for the Teaching of Psychology. She also serves on APA’s Committee for Associate and Baccalaureate Education. She has presented and published widely on online learning and teaching as well as mentoring both new faculty and midcareer.
