Slides Framework
SECTION 4: WHO DOES YOUR SYLLABI SERVE?

Deconstruction and Reflection

Prompting Inequity

Deconstructing your syllabus also entails identifying which parts exemplify and do not exemplify equity-minded practice. Pull out your syllabus and follow along…

On your syllabus, write the following keywords in sections that reflect the associated description.

  • My syllabus

      • DEMYSTIFYING

        Provide first-time college students with information they need to successfully complete the course in clear, plain language with limited to no academic jargon.

      • MYSTIFYING

        Do the opposite.

      • WELCOMING

        In their tone and content, communicate care, support, respect, and inclusion as class norms.

      • UNWELCOMING

        Do the opposite.

      • VALIDATING

        In their tone and content communicate a belief in students’ ability to be successful.

      • INVALIDATING

        Do the opposite.

SECTION 4: WHO DOES YOUR SYLLABI SERVE?

Deconstruction and Reflection

Prompting Inequity

Deconstructing your syllabus also entails identifying which parts exemplify and do not exemplify equity-minded practice. Pull out your syllabus and follow along…

On your syllabus, write the following keywords in sections that reflect the associated description.

  • My syllabus

      • CREATING A PARTNERSHIP

        Communicate the instructor’s commitment to working with students to ensure their success.

      • WITHOUT A PARTNERSHIP

        Do the opposite.

      • REPRESENTING

        Communicate the value of students’ racial backgrounds and lived experiences as sources of learning and knowledge by including them in assignments, readings, and other materials.

      • UNDER-REPRESENTED

        Do the opposite.

      • DECONSTRUCTING

        Promote awareness and critical examination of social inequalities, privilege, and dominant racialized norms.

      • UNDECONSTRUCTED

        Do the opposite.

SECTION 4: WHO DOES YOUR SYLLABI SERVE?

Deconstruction and Reflection

Reflection on Observations

Reflect on your observations and findings

15-min exercise
  • My syllabus

    1. Which aspects of equity-minded practice are generally present in your syllabus? Which are generally absent?

    2. Imagine you’re a student reading the syllabus on the first day of class. Do you feel that the instructor is willing to provide opportunities and resources for you to do well in the course? Why or why not?

    3. Imagining yourself again as a student reading your syllabus, do you feel that the instructor assumes that you want to learn and cares for your development as scholars and human beings? Why or why not?

    4. Imagine you are a student from a racially minoritized group reading your syllabus on the first day of class. Do you feel the instructor and the course speak to your experiences? Do you feel like the instructor is an advocate for racial equity?

    5. What did you learn from completing this exercise?

Section 4

Learning Summary

What did we learn in this section?

section takeaways
  • 1.

    Initial prompts to use when starting to reflect on classroom artifacts, like syllabi.

  • 2.

    Your own first-take thoughts about syllabi

  • 3.

    The explicit statement of your current syllabi’s origins and trajectory.