Towards Inclusive Syllabi in University and College Classrooms
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| Title: | Towards Inclusive Syllabi in University and College Classrooms |
|---|---|
| Language: | English |
| Authors: | Christina Naegeli Costa, Nathaniel D. Stewart |
| Source: | Journal of Teaching and Learning. 2026 20(2):413-423. |
| Availability: | Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Course Descriptions, Higher Education, Inclusion, Language Usage, Instructional Design, Sense of Belonging |
| ISSN: | 1492-1154 1911-8279 |
| Abstract: | Syllabi are foundational documents for higher education pedagogies because they shape the learning experience for professors and students. This work explores key aspects of crafting an inclusive syllabus that promotes belonging, accessible design, asset-based content, inclusive language, and communicating dedication to accessible education through an inclusivity statement. Inclusivity isn't just ethical; it's essential. Accessible design ensures students have access to course materials; asset-based content broadens perspectives, promotes critical thinking, and affirms the experiences of students experiencing systemic marginalization; inclusive language fosters a welcoming atmosphere; and the inclusivity statement underscores the educator's commitment to accessible education. Crafting an inclusive syllabus is complex, potentially transformative, and empowering for educators as champions of diversity, and it contributes to greater equity in higher education within psychology. The strategies outlined are intended for immediate application by higher education faculty and staff seeking to transform their teaching environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508170 |
| Database: | ERIC |
| Abstract: | Syllabi are foundational documents for higher education pedagogies because they shape the learning experience for professors and students. This work explores key aspects of crafting an inclusive syllabus that promotes belonging, accessible design, asset-based content, inclusive language, and communicating dedication to accessible education through an inclusivity statement. Inclusivity isn't just ethical; it's essential. Accessible design ensures students have access to course materials; asset-based content broadens perspectives, promotes critical thinking, and affirms the experiences of students experiencing systemic marginalization; inclusive language fosters a welcoming atmosphere; and the inclusivity statement underscores the educator's commitment to accessible education. Crafting an inclusive syllabus is complex, potentially transformative, and empowering for educators as champions of diversity, and it contributes to greater equity in higher education within psychology. The strategies outlined are intended for immediate application by higher education faculty and staff seeking to transform their teaching environments. |
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| ISSN: | 1492-1154 1911-8279 |
