Slides Framework
section 4: Who Does Your Syllabi Serve?

How Syllabi Could Serve

A Deeper Understanding

With well-crafted syllabi, faculty design learning experiences that positively shape and alter how students perceive their instructors and seek assistance for academic challenges.

  • My syllabus
    • THE student

      • Effective redesign of the syllabus is one action that can be considered to improve educational outcomes, particularly for students of color.

      • With this physical document we can shape the way students view their instructors, the course and its material, their actions when they face academic difficulties, and overall, their course experience.

section 4: Who Does Your Syllabi Serve?

How Syllabi Could Serve

A Deeper Understanding

THE student

  • Below, explore examples of the equity-mindedness concept Welcomingwithin a syllabus.

      • Office Hours
      • Course Goals
      • Attendance
      • Participation
        • Welcoming

          Location: 233 Jones Hall
          Monday, Wednesay, Friday 10:00 - 10:50 a.m.
          Tuesday, Thursday 9:30–10:30 a.m.
          jsmith@schoolname.com

          I welcome you to contact me outside of class and student hours. You may email me, call my office, or contact the department and leave a message.

        • Unwelcoming

          Location: 233 Jones Hall
          Monday, Wednesay, Friday 10:00 - 10:50 a.m.
          Tuesday, Thursday 9:30–10:30 a.m.
          jsmith@schoolname.com

          If you need to contact me outside of office hours, you may email me, call my office, or contact the department and leave a message

        • Welcoming

          Some of the specific skills I hope you will obtain in this cours are listed below. Being a critical consumer of information about mental processes and behavior is important; all of these activities will help you become one, and it is my hope that you will use the skills in your daily life.

        • Unwelcoming

          Some of the specific skills you should obtain in this course are listed below. Because you are not yet a critical consumer of information about mental processes and behavior, all of these activities will help you become one, and if you are motivated enough, use the skills in your daily life.

        • Welcoming

          You should attend every class but extenuating circumstances arise that can make this difficult.

          If you cannot attend a class, please let me know. If circumstances make you miss more than 3 classes during the semester, you may be overextended. I ask that you come see me to discuss your options.

        • Unwelcoming

          I expect you to attend every class.

          If you cannot attend a class, please let me know. If circumstances make you miss more than 3 classes during the semester, I will drop you from the class roster in accordance with the college’s attendance policy.

        • Welcoming

          All of us in the class, you, me, your peers, have a responsibility to create an environment in which we can all learn from each other. I expect everyone to participate in class so that we can all benefit from the insights and experiences that each person brings.

        • Unwelcoming

          Come prepared to actively participate in this course. This is the best way to engage you in learning the material (and it makes the lectures more interesting).