section takeaways

• 1.

  We reviewed equity-minded practices that are currently present in your syllabus.

• 3.

  Discovered reflections on aspects of your syllabus that were taken-for-granted and (possibly) new reflections on the values, beliefs, and world views that originally informed your syllabus.

• 3.

  Found opportunities for changing your syllabus and experimenting with new ways your syllabus can provide more intentional support for students from minoritized racial/ethnic groups.

• As we consider practices that can be used to improve educational outcomes, particularly for racially minoritized racial groups, creating an equity-minded syllabus is one action that can be considered.

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

• As we conclude, we encourage you to consider:

  Based on the inquiry you did around who your syllabus serves and how your syllabus demonstrates equity-minded practice, what changes—if any—do you intend to make to your syllabus? To your teaching practice more generally? How will those changes advance racial equity in particular?

  A course syllabus is merely one type of document / artifact of practice in higher education. There are other documents as well, such as assignments, transcripts, and applications (e.g., admissions, financial aid, scholarship applications) that also speak to what the institution believes and values. What other documents might you look at to assess for equity-minded practice?