Slides Framework
Section 2: Why Do Syllabi Matter?
  • Part IV: Equity-mindedness

    Tools for equity-minded practice

    • Check 256

    • Faculty can use syllabi to demystify the implicit norms and ambiguous processes that characterize college such as how to be a successful student.

Section 2: Why Do Syllabi Matter?
  • Part IV: Equity-mindedness

    Tools for equity-minded practice

    • Check 256

    • Faculty can use syllabi to demystify the implicit norms and ambiguous processes that characterize college such as how to be a “successful” student.

    • Check 256

    • Syllabi can welcome them into a classroom where they will be cared for and validate their pursuit of a college degree and ability to be successful.

Section 2: Why Do Syllabi Matter?
  • Part IV: Equity-mindedness

    Tools for equity-minded practice

    • Check 256

    • Faculty can use syllabi to demystify the implicit norms and ambiguous processes that characterize college such as how to be a “successful” student.

    • Check 256

    • Syllabi can welcome them into a classroom where they will be cared for and validate their pursuit of a college degree and ability to be successful.

    • Check 256

    • Syllabi can send the message that while students need to work hard in college, faculty are there to support and work in partnership with them.

Section 2: Why Do Syllabi Matter?
  • Part IV: Equity-mindedness

    Tools for equity-minded practice

    • Check 256

    • Faculty can use syllabi to demystify the implicit norms and ambiguous processes that characterize college such as how to be a “successful” student.

    • Check 256

    • Syllabi can welcome them into a classroom where they will be cared for and validate their pursuit of a college degree and ability to be successful.

    • Check 256

    • Syllabi can send the message that while students need to work hard in college, faculty are there to support and work in partnership with them.

    • Check 256

    • Finally, syllabi can affirm the belonging of racially minoritized students in higher education by representing their experiences in course materials and deconstructing the presentation of white students and white experiences as the norm.

Section 2

Learning Summary

What did we learn in this section?

section takeaways
  • 1.

    Syllabi are artifacts of practice that can be examined to unpack the instructor's and the greater institution’s beliefs, values, and world views.

  • 2.

    Equity-minded practitioners can use their syllabi to introduce norms and rules that better support students from minoritized racial/ethnic groups.

  • 3.

    Syllabi exhibit equity-minded practices when they demystify taken-for-granted practices; welcome, demonstrate care for, validate, communicate a partnership with, and affirm the belonging of students from minoritized racial equity groups; and represent the experiences of racially minortized students while also providing opportunities to deconstruct the presentation of white experiences as the taken-for-granted norm.