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Towards Inclusive Syllabi in University and College Classrooms

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Bibliographic Details
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
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  Data: 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
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  Data: 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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