As instructors in FPA fields and disciplines, our choices about what topics to cover in class and how to frame problems give our students messages about whose affairs are public affairs. Whether they come from historically marginalized / equity-seeking groups or not, students benefit from seeing a range of perspectives, ways of knowing, and scholars represented in the classroom and on the syllabus during their time at Carleton. It takes time and care to do this authentically and in a not merely tokenistic way.

In addition to these conversations about equity, diversity, and inclusion in course content, however, Viji Sathy and Kelly A. Hogan argue that inclusive pedagogy should also be considered at the level of course design, whatever topics are being covered. Sathy and Hogan suggest three broad principles to remind instructors that they can “create experiences that level the playing field in your classroom”:

  1. Inclusive teaching is a mindset
  2. The more structure, the better for all students
  3. Too little structure leaves too many students behind

This guide addresses accessibility, inclusive syllabi, and inclusive classrooms. For further assistance, you can contact Krista Craven, the EDI learning specialist in the Department of Equity & Inclusive Communities.

Accessibility

Before students can feel included in a course, they need to be able to access it. Carleton has a robust program for supporting accommodations for students with disabilities through the Paul Menton Centre. But, rather than waiting to receive accommodation requests, you can take proactive steps to ensure that course materials you prepare in advance meet accessibility standards; Teaching and Learning Services has resources for producing accessible documents, notably PDF and Word documents (e.g., syllabi and handouts) and PowerPoint presentations. Crucially, avoid making information available in only one modality: e.g., if you are displaying a figure on the screen in lecture, also verbally describe it to the audience and enable closed captioning on videos shown in class.

More broadly, we should examine what normative expectations we bake into our courses when we set deadlines and late policies, design assignments, schedule exams, and so on. A core tenant of Universal Design for Learning (ULD) / Universal Instructional Design (UID) is that reducing friction and barriers up front benefits many students, not just those we may be thinking of at the time. Rather than having to reschedule a midterm or a major assignment deadline for some students who need accommodations due to, e.g., a religious observance, we can save everyone (including ourselves) time and effort by consulting a multicultural/interfaith calendar while working out the course’s schedule. Some instructors have adopted flex days, time banks, tokens, and other strategies to deal with late assignments, rather than dealing with individual extension requests from those students who know they can ask for an extension.

Visit the Paul Menton Centre’s Universal Instructional Design page for further resources.

Writing Inclusive Syllabi

Course outlines begin framing your class before students even step into the classroom for the first time. Syllabi communicate important information about what students can expect from a class—not only the topic, materials, schedule, and policies but also how instructors view them as learners. Thus, how instructors present information shapes their relationship with students: Are we positioning ourselves as gatekeepers seeking to weed out “weak” students, as enforcers looking to pounce on people who break rules, or as mentors and coaches invested in our students’ success?

In response to these challenges—and the growing amount of required, quasi-legal boilerplate language required in contemporary syllabi—some instructors have experimented with “unsyllabi,” companion documents to official course outlines that summarize or re-present information in a more approachable and accessible way. They often use visualization and graphic design techniques borrowed from popular infographics; in that case, it is important to ensure these graphics remain accessible to all students. While unsyllabi are often hosted digitally on external course websites, many of these strategies can be incorporated into the syllabus document itself.

In an online course on inclusive syllabus design, Christine Logel of the Student Experience Project guides instructors through six key questions to ask when writing or revising a course syllabus:

  1. Does this syllabus communicate that the instructor has a “growth mindset” rather than a “fixed mindset” about students’ abilities?
  2. Do the messages in the syllabus communicate that it is normal to be challenged by course material, and that this is not a sign that a student is not capable of learning or does not belong in the course?
  3. Does the syllabus communicate that the instructor and the instructional team care about students’ success?
  4. Does the syllabus communicate that diversity is valued in the classroom?
  5. Does the syllabus normalize challenges that students often face in college, and connect students with resources that can support their overall well-being?
  6. Does the syllabus communicate that utilizing academic resources is a standard part of succeeding?

The Center for Urban Education at USC’s equity-minded syllabus review tool reminds us that syllabi are asked simultaneously to serve the needs of the University, the academic department, and the instructor, but more care needs to be taken to ensure they also serve the diverse needs of students by welcoming them to the class, validating them, and demystifying the course. Similarly, Accessible Syllabus recommends positive rather than punishing language, invitations rather than commands, and cooperative rather than paternalistic rhetoric. Furthermore, as Bridget Arend notes, we can support students by highlighting, explaining, and contextualizing syllabus policies, both in writing and verbally in class.

Creating Inclusive Classrooms

Teaching and learning often rely on students’ willingness to be vulnerable: to verbalize a half-formed thought, hazard an answer to a question, or share their work in front of others. What can we do to make students feel comfortable enough to be vulnerable in our classrooms, particularly when dealing with challenging material or potentially fraught subject matter?

You may consider incorporating a statement in your syllabus that communicates your commitment to students’ wellbeing and success and sets expectations for their participation in class. Some instructors choose to go further and collaboratively develop guidelines for class discussions and class culture with students once the term begins. The University of Michigan’s Center for Research on Learning and Teaching offers some advice for instructors considering this approach to shaping norms for classroom interaction, including how to refer back to the guidelines over time. Other small changes in how the classroom “business” is conducted can also do a lot to make students feel valued and included:

Academic freedom and freedom of speech are core values of Carleton’s teaching mission. Some instructors choose to provide informal content advisories when they are planning to discuss, or assign readings that discuss, issues students may find troubling or disturbing so that they aren’t taken unawares and can prepare themselves to engage in class. However, over a teaching career, it is perhaps inevitable that your coverage of a particular topic – or lack of coverage of another – will prompt concerns or complaints from students.

When these situations arise, it is important not to react defensively. Taking the time to hear and understand the students’ concerns and show that you take them seriously, even if you ultimately don’t agree, can do a lot to deescalate the situation and preserve your relationship with the students. You may also with to consult with a trusted colleague, with your program head, or with someone from the Department of Equity & Inclusive Communities to get more context on the issues being raised or advice on how to respond with care and respect.

Readings and Resources

Syllabus Review Tools