{"id":679,"date":"2022-02-23T20:25:13","date_gmt":"2022-02-23T20:25:13","guid":{"rendered":"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/?page_id=679"},"modified":"2025-09-12T19:04:53","modified_gmt":"2025-09-13T02:04:53","slug":"teaching-guide-designing-an-inclusive-syllabus","status":"publish","type":"page","link":"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/teaching-guide-designing-an-inclusive-syllabus\/","title":{"rendered":"Teaching Guide: Designing an Inclusive Syllabus"},"content":{"rendered":"\n<a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/teaching-toolkit\/ceils-aspire-to-equity-justice-teaching-guides\/\" class=\"button primary is-shade lowercase\"  >\n\t\t<span>Return to All Teaching Guides<\/span>\n\t<\/a>\n\n\n\n  <div class=\"banner has-hover\" id=\"banner-863359604\">\n          <div class=\"banner-inner fill\">\n        <div class=\"banner-bg fill\" >\n                                    <div class=\"overlay\"><\/div>            \n                    <\/div>\n\t\t\n        <div class=\"banner-layers container\">\n            <div class=\"fill banner-link\"><\/div>            \n\n   <div id=\"text-box-199073485\" class=\"text-box banner-layer x50 md-x50 lg-x50 y50 md-y50 lg-y50 res-text\">\n                                <div class=\"text-box-content text \">\n              \n              <div class=\"text-inner text-center\">\n                  \n\n\t<div id=\"text-3571411532\" class=\"text\">\n\t\t\n\n<h3 class=\"uppercase\"><strong>CEILS Teaching Guide: Designing an Inclusive Syllabus<\/strong><\/h3>\n\t\t\n<style>\n#text-3571411532 {\n  color: rgb(255, 255, 255);\n}\n#text-3571411532 > * {\n  color: rgb(255, 255, 255);\n}\n<\/style>\n\t<\/div>\n\t\n\n              <\/div>\n           <\/div>\n                            \n<style>\n#text-box-199073485 {\n  width: 60%;\n}\n#text-box-199073485 .text-box-content {\n  font-size: 100%;\n}\n@media (min-width:550px) {\n  #text-box-199073485 {\n    width: 40%;\n  }\n}\n<\/style>\n    <\/div>\n \n\n        <\/div>\n      <\/div>\n\n            \n<style>\n#banner-863359604 {\n  padding-top: 200px;\n}\n#banner-863359604 .overlay {\n  background-color: rgba(255, 255, 255, 0.49);\n}\n#banner-863359604 .banner-bg img {\n  object-position: 26% 17%;\n}\n<\/style>\n  <\/div>\n\n\n<div class=\"container section-title-container\" style=\"margin-top:25px;\"><h3 class=\"section-title section-title-center\"><b><\/b><span class=\"section-title-main\" >WHY IS THIS IMPORTANT?<\/span><b><\/b><\/h3><\/div>\n\n\n\t<section class=\"section\" id=\"section_736465300\">\n\t\t<div class=\"section-bg fill\" >\n\t\t\t\t\t\t\t\t\t\n\t\t\t\n\t<div class=\"is-border\"\n\t\tstyle=\"border-color:rgb(235, 235, 235);border-width:1px 0px 0px 0px;\">\n\t<\/div>\n\n\t\t<\/div>\n\n\t\t\n\n\t\t<div class=\"section-content relative\">\n\t\t\t\n\n<div class=\"row\"  id=\"row-1271658281\">\n\n\n\t<div id=\"col-565542372\" class=\"col medium-6 small-12 large-6\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t\t\t\n\n\n\t\t<div class=\"icon-box featured-box icon-box-top text-left\"  style=\"margin:px px px px;\">\n\t\t\t\t<div class=\"icon-box-text last-reset\">\n\t\t\t\t\t\t\t\t\t\n\n<h3 style=\"text-align: center\">\nWhy does the syllabus need more than just a grading scheme and schedule?<\/h3>\n<p>The course syllabus is more than a simple contract or informational document for the students. The syllabus serves many purposes:<\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>Welcomes&nbsp;students to the course<\/li>\n<li>Provides information (such as the&nbsp;learning outcomes&nbsp;and any required prerequisites) to let students know if the course is a good fit<\/li>\n<li>Provides information for departmental curriculum mapping and accreditation purposes to understand how the course aligns with other courses<\/li>\n<li>Outlines the method by which the student learning will be&nbsp;evaluated<\/li>\n<li>Serves as a&nbsp;resource&nbsp;for students throughout the course to keep track of due dates, assignments, expectations, and other resources<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n\t<div id=\"col-1135936394\" class=\"col medium-6 small-12 large-6\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t\t\t\n\n<div class=\"flex_column av-881o7l-989c218bd748bfc7564ec51e8e91e1fd av_one_half  avia-builder-el-6  el_after_av_one_full  el_before_av_one_half  first flex_column_div av-zero-column-padding column-top-margin\">\n<section class=\"av_textblock_section \">\n<div class=\"avia_textblock  \">\n<h3><strong>Featured resource: Promote Equity, Belonging, and Growth<\/strong><\/h3>\n<\/div>\n<\/section>\n<\/div>\n<div class=\"flex_column av-881o7l-40f790dae16373663c9271a8a1ade508 av_one_half  avia-builder-el-10  el_after_av_one_half  el_before_av_hr  flex_column_div av-zero-column-padding column-top-margin\">\n<div class=\"avia-image-container av-jteyb87i-6961c142d24c3e68e548526853d96ed5 av-styling- avia-align-left  avia-builder-el-12  el_after_av_textblock  el_before_av_textblock  \">\n<div class=\"avia-image-container-inner\">\n<div class=\"avia-image-overlay-wrap\"><a class=\"avia_image\" href=\"https:\/\/studentexperienceproject.org\/revising-your-syllabi-and-your-courses-with-equity-belonging-and-growth-in-mind\/\" target=\"_blank\" rel=\"noopener noreferrer\"><img loading=\"lazy\" decoding=\"async\" class=\"avia-img-lazy-loading-not-14945 avia_image alignnone wp-image-14945\" title=\"growth mindset syllabus tool\" src=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils\/wp-content\/uploads\/sites\/2\/2020\/12\/growth-mindset-syllabus-tool-1.jpg\" alt=\"\" width=\"553\" height=\"297\"><\/a><\/div>\n<div>&nbsp;<\/div>\n<div class=\"avia-image-overlay-wrap\"><span style=\"color: #555555\">Read through this blog post by the Student Experience Project to better understand the student perspective on an equitable syllabus, learn about approaches to adapt syllabi to become more learner-oriented, and see what students are saying about these approaches.<\/span><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n<\/div>\n\n\t\t<\/div>\n\n\t\t\n<style>\n#section_736465300 {\n  padding-top: 27px;\n  padding-bottom: 27px;\n  background-color: rgb(245, 245, 245);\n}\n<\/style>\n\t<\/section>\n\t\n<div class=\"container section-title-container\" style=\"margin-top:25px;\"><h3 class=\"section-title section-title-center\"><b><\/b><span class=\"section-title-main\" >HOW CAN I IMPLEMENT THIS SUCCESSFULLY?<\/span><b><\/b><\/h3><\/div>\n\n<h3 class=\"av-special-heading-tag \">Designing Your Course Syllabus<\/h3>\n<section class=\"av_textblock_section \">\n<div class=\"avia_textblock  \">\n<p>There is no one-size-fits-all approach to designing a syllabus. The structure of a course syllabus will differ depending on instructor, course topic, department guidelines, and institutional guidelines. However, there are ways to structure a syllabus that are more effective than others.<\/p>\n<\/div>\n<\/section>\n\n\t<section class=\"section dark\" id=\"section_796914741\">\n\t\t<div class=\"section-bg fill\" >\n\t\t\t\t\t\t\t\t\t\n\t\t\t\n\n\t\t<\/div>\n\n\t\t\n\n\t\t<div class=\"section-content relative\">\n\t\t\t\n\n<div class=\"row row-small align-equal row-solid\"  id=\"row-1102727444\">\n\n\n\t<div id=\"col-188480628\" class=\"col medium-4 small-12 large-4\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t<div class=\"is-border\"\n\t\tstyle=\"border-width:5px 5px 5px 5px;\">\n\t<\/div>\n\t\t\t\n\n<header class=\"entry-content-header\">\n<h3 class=\"iconbox_content_title  \">HAVE AN EXISTING SYLLABUS TO EVALUATE?<\/h3>\n<\/header>\n<div>\n<p>We recommend the following checklist or rubric to evaluate your syllabus and identify areas for improvement:<\/p>\n<ul>\n<li><strong><a href=\"https:\/\/drive.google.com\/open?id=17N2iIOLiy1SdMzsSZT2XxrBNETEozT6W\">Guidelines and Check-List for an Inclusive Syllabus \u2013 Adapted from Vanderbilt University<\/a><\/strong><\/li>\n<li><strong><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/03\/Syllabus-Evaluation-Rubric-Cornell-University-1.pdf\">Syllabus Evaluation Rubric \u2013 Cornell University<\/a><\/strong><\/li>\n<\/ul>\n<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n\t<div id=\"col-1535413570\" class=\"col medium-4 small-12 large-4\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t<div class=\"is-border\"\n\t\tstyle=\"border-width:5px 5px 5px 05px;\">\n\t<\/div>\n\t\t\t\n\n<header class=\"entry-content-header\">\n<h3 class=\"iconbox_content_title  \">NEW SYLLABUS? START WITH THIS TEMPLATE!<\/h3>\n<\/header>\n<div class=\"iconbox_content_container  \">\n<p>We have created a\u00a0CEILS Syllabus Template that you can use as a starting point: download the <span style=\"text-decoration: underline\"><strong><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/03\/CEILS_Syllabus_Template_Updated_April-2_2019.docx\" target=\"_blank\" rel=\"noopener\">CEILS Syllabus Template<\/a><\/strong><\/span> or open a <span style=\"text-decoration: underline\"><strong><a href=\"https:\/\/docs.google.com\/document\/d\/1Nk_FbSPI08Wm8Bjfsub0i2UXgWQ-A9Ww6QI1WIqLRkI\/edit?tab=t.0\" target=\"_blank\" rel=\"noopener\">google doc version<\/a>.<\/strong><\/span><\/p>\n<p>\u00a0<\/p>\n<\/div>\n<p>Check out <strong><span style=\"text-decoration: underline\"><a href=\"https:\/\/docs.google.com\/document\/d\/1bvlSHX-I2DuSKbkio39cT_QjG54OIKkLscjBGLB33Bg\/edit?tab=t.0#heading=h.l0374n2ycytp\" target=\"_blank\" rel=\"noopener\">Syllabus Guidelines from UCLA&#8217;s Teaching and Learning Center<\/a><\/span><\/strong>.<\/p>\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n\t<div id=\"col-119923256\" class=\"col medium-4 small-12 large-4\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t<div class=\"is-border\"\n\t\tstyle=\"border-width:5px 5px 5px 5px;\">\n\t<\/div>\n\t\t\t\n\n<header class=\"entry-content-header\">\n<h3 class=\"iconbox_content_title  \">INTERESTED IN USING A &#8220;SYLLABUS BUILDER&#8221;?<\/h3>\n<\/header>\n<div class=\"iconbox_content_container  \">\n<p>This website will prompt you to enter all the relevant information and then create a Word document for you to download and open (\u201cSubmit Form\u201d):&nbsp;<\/p>\n<ul>\n<li><strong><a href=\"https:\/\/tlcommons.wvu.edu\/syllabus-builder\" target=\"_blank\" rel=\"noopener\">https:\/\/tlcommons.wvu.edu\/syllabus-builder<\/a><\/strong><\/li>\n<\/ul>\n<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n<\/div>\n<div class=\"row row-small align-equal row-solid\"  id=\"row-1659448486\">\n\n\n\t<div id=\"col-1271212550\" class=\"col medium-4 small-12 large-4\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t<div class=\"is-border\"\n\t\tstyle=\"border-width:5px 5px 5px 5px;\">\n\t<\/div>\n\t\t\t\n\n<header class=\"entry-content-header\">\n<h3 class=\"iconbox_content_title  \">WANT TO SEE SOME LANGUAGE YOU CAN USE TO MAKE YOUR SYLLABUS MORE INCLUSIVE?<\/h3>\n<\/header>\n<div class=\"iconbox_content_container  \">\n<p>These guides go along with the CEILS syllabus template so you can see language examples (along with resources) as you create or update your own syllabus.<\/p>\n<ul>\n<li><strong><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/03\/CEILS_Syllabus_Template_Updated_April-2_2019.docx\">Sample language you can use or modify to include in your own syllabus<\/a>.&nbsp;<\/strong><\/li>\n<\/ul>\n<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n\t<div id=\"col-98004374\" class=\"col medium-4 small-12 large-4\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t<div class=\"is-border\"\n\t\tstyle=\"border-width:5px 5px 5px 5px;\">\n\t<\/div>\n\t\t\t\n\n<article class=\"iconbox iconbox_left av-mxu15d-756aec334f906d36c06c8611287500ab  avia-builder-el-27  el_before_av_textblock  avia-builder-el-first  \">\n<div class=\"iconbox_content\">\n<header class=\"entry-content-header\">\n<h3 class=\"iconbox_content_title  \">SAMPLE SYLLABI<\/h3>\n<\/header>\n<div class=\"iconbox_content_container  \">\n<p>These syllabi offer lots of ideas and serve as good examples for inclusive tone and helpful structure.<\/p>\n<\/div>\n<\/div>\n<footer class=\"entry-footer\"><\/footer>\n<\/article>\n<section class=\"av_textblock_section \">\n<div class=\"avia_textblock  \">\n<ul>\n<li><strong><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/02\/MCDB-138-Syllabus.pdf\">UCLA: MCDB 138- Developmental Biology \u2013 Prof. Karen Lyons<\/a><\/strong><\/li>\n<li><strong><a href=\"https:\/\/docs.google.com\/document\/d\/1v_v9NpFNf7XWJOBUnI9MuZ0QEMVSDq_HOxIKQAijVew\/edit?usp=sharing\">UCLA: LS7A- Cell and Molecular Biology \u2013 Profs. Jeff Maloy and Erin Sanders O\u2019Leary<\/a><\/strong><\/li>\n<li><strong><a href=\"https:\/\/docs.google.com\/document\/d\/1mZc-eeHGh1qzEmELAP-vDHolAIBTSJQjvUeFaEGOiyQ\/edit?usp=sharing\">UCLA: LS495- Preparation for College-Level Teaching in the Life Sciences \u2013 Profs. Rachel Kennison and Erin Sanders O\u2019Leary<\/a><\/strong><\/li>\n<li><strong><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/03\/Ingato-Chem-107C-Syllabus-Spring-2017.pdf\">Cypress College: Chem 107C: Preparation for General Chemistry \u2013 Prof. Dominique Ingato&nbsp;<\/a><\/strong><\/li>\n<\/ul>\n<\/div>\n<\/section>\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n\t<div id=\"col-539683880\" class=\"col medium-4 small-12 large-4\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t<div class=\"is-border\"\n\t\tstyle=\"border-width:5px 5px 5px 5px;\">\n\t<\/div>\n\t\t\t\n\n<header class=\"entry-content-header\">\n<h3 class=\"iconbox_content_title  \">USE A &#8220;SYLLABUS SCAVENGER HUNT&#8221; OR &#8220;SYLLABUS QUIZ&#8221; TO HELP STUDENTS FOCUS ON CRITICAL INFORMATION<\/h3>\n<\/header>\n<div class=\"iconbox_content_container  \">\n<p>A <a href=\"https:\/\/teachingblog.mcgill.ca\/2017\/08\/28\/getting-students-to-attend-to-important-course-information-first-day-mycourses-scavenger-hunt\/#more-1955\" target=\"_blank\" rel=\"noopener\">syllabus scavenger hunt<\/a>\u00a0is a 10-15 minute in-class activity you can do, instead of just reviewing the syllabus for your students. They work in groups to use the syllabus\u00a0 to answer common questions that come up about the course.<\/p>\n<p>Another option is to assign a Bruin Learn quiz on the key points of the syllabus (with no penalties for incorrect answers and allowing multiple attempts), so that students are all answering the most common questions themselves on the quiz.<\/p>\n<ul>\n<li><strong>View a <a href=\"https:\/\/teachingblog.mcgill.ca\/2017\/08\/28\/getting-students-to-attend-to-important-course-information-first-day-mycourses-scavenger-hunt\/#more-1955\" target=\"_blank\" rel=\"noopener\">syllabus scavenger hunt<\/a><\/strong><\/li>\n<\/ul>\n<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n<\/div>\n\n\t\t<\/div>\n\n\t\t\n<style>\n#section_796914741 {\n  padding-top: 30px;\n  padding-bottom: 30px;\n  background-color: #2774ae;\n}\n<\/style>\n\t<\/section>\n\t\n<div class=\"container section-title-container\" style=\"margin-top:25px;\"><h3 class=\"section-title section-title-center\"><b><\/b><span class=\"section-title-main\" >WANT TO DIG DEEPER?<\/span><b><\/b><\/h3><\/div>\n\n<div class=\"accordion\">\n\n\t<div id=\"accordion-1746339815\" class=\"accordion-item\">\n\t\t<a id=\"accordion-1746339815-label\" class=\"accordion-title plain\" href=\"#accordion-item-considerations-for-designing-your-syllabus\" aria-expanded=\"false\" aria-controls=\"accordion-1746339815-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Considerations for designing your syllabus<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-1746339815-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-1746339815-label\" >\n\t\t\t\n\n<p>Here are some preliminary considerations for developing your syllabus:<\/p>\n<ul>\n<li>What is particularly exciting, valuable, and relevant about your course in the context of the student\u2019s life, community, and the world at large?<\/li>\n<li>What would students need to know in order to evaluate whether or not to take this course?<\/li>\n<li>How will the tone and language invite and welcome students to the course?<\/li>\n<li>What will the syllabus say about what you, as the instructor, value about the course?<\/li>\n<li>What doe students need to do in order to be successful in the course (how is success defined and measured)?<\/li>\n<li>What can students expect from you, as the instructor, to help them be successful in the course?<\/li>\n<li>Is there anything students need to do in advance of the first day (purchase a clicker, textbook, take a pre-course survey, etc.)?<\/li>\n<li>What other logistics do students need to know about how to communicate with you, where to go for help, location of class meetings, etc.?<\/li>\n<li>How will the document be organized in a way that is clear and not confusing to review?<\/li>\n<\/ul>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-1701155779\" class=\"accordion-item\">\n\t\t<a id=\"accordion-1701155779-label\" class=\"accordion-title plain\" href=\"#accordion-item-learner-centered-tone-and-language\" aria-expanded=\"false\" aria-controls=\"accordion-1701155779-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Learner-centered tone and language<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-1701155779-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-1701155779-label\" >\n\t\t\t\n\n<p>In addition to developing the content of your syllabus, it is critical to consider the tone and language. Here are a few tips:<\/p>\n<ul>\n<li>The primary audience is the student, so avoid the third person. Instead of saying \u201cstudents will\u2026\u201d use direct language \u201cyou will\u2026\u201d when referring to students or \u201cI will\u201d when referring to yourself.<\/li>\n<li>Phrase policies in a strengths-based manner rather than framing policies in the context of penalizing students. For example \u201cYou will receive full credit for assignments&nbsp; when completed on time. In instances where an assignment is submitted late, you will only receive partial credit of up to 90% of the total\u201d rather than \u201cFor each day late I will deduct 10 percent of the grade\u201d.<\/li>\n<li>While the syllabus does contain important information about your expectations students, it should not read like a rule-book. For example, instead of a \u201ccourse policies\u201d section, you could call it \u201cHow to be Successful in this Course\u201d.<\/li>\n<li>Have someone review your syllabus with this context in mind and give you feedback on the overall tone.<\/li>\n<\/ul>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-2667284213\" class=\"accordion-item\">\n\t\t<a id=\"accordion-2667284213-label\" class=\"accordion-title plain\" href=\"#accordion-item-resources-for-syllabus-development\" aria-expanded=\"false\" aria-controls=\"accordion-2667284213-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Resources for syllabus development<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-2667284213-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-2667284213-label\" >\n\t\t\t\n\n<p>A great tool to help you plan your course and design your syllabus is&nbsp;<a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/2\/2016\/10\/Syllabus-Rubric-Guide-11-24-141.pdf\">Measuring the Promise: A Valid and Reliable Syllabus Rubric<\/a> by Michael Palmer, Dorothe Bach, &amp; Adriana Streifer at the University of Virginia Teaching Resource Center.<\/p>\n<p>The following resource by Michael Palmer, Lindsay B. Wheeler, and Itiya Aneece provides several contrasting examples between more learner-centered language and more content-centered language, which influence the tone of the document and students perception of the course and instructor:<\/p>\n<p><strong><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/03\/does_the_document_matter_the_evolving_role_of_syllabi_in_higher_education.pdf\">Does the Document Matter? The Evolving Role of Syllabi in Higher Education<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/cft.vanderbilt.edu\/guides-sub-pages\/syllabus-design\/\" target=\"_blank\" rel=\"noopener noreferrer\">Resource on Syllabus Constructions (includes sample statements you can review for ideas on language):<\/a><\/strong><br \/>Riviere, J., Picard, D. R., &amp; Coble, R. (2016)&nbsp;<em>Syllabus Design Guide<\/em>. Retrieved 1\/26\/2017 from <a href=\"http:\/\/cft.vanderbilt.edu\/guides-sub-pages\/syllabus-design\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>http:\/\/cft.vanderbilt.edu\/guides-sub-pages\/syllabus-design\/<\/strong><\/a><strong><br \/><\/strong><\/p>\n<div id=\"_mcePaste\" class=\"mcePaste\"><strong><a href=\"https:\/\/edspace.american.edu\/inclusivepedagogy\/?_ga=1.72632275.1728252561.1485466256\" target=\"_blank\" rel=\"noopener noreferrer\">From American University: How Instructors Talk about Inclusive Pedagogy in Their Syllabi&nbsp;<\/a><\/strong><\/div>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-2059662549\" class=\"accordion-item\">\n\t\t<a id=\"accordion-2059662549-label\" class=\"accordion-title plain\" href=\"#accordion-item-ucla-undergraduate-council-course-syllabi-recommendations\" aria-expanded=\"false\" aria-controls=\"accordion-2059662549-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>UCLA Undergraduate Council course syllabi recommendations<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-2059662549-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-2059662549-label\" >\n\t\t\t\n\n<p>The&nbsp;<a href=\"https:\/\/ucla.app.box.com\/s\/p3o0q0ka549ecwtiqc2nx00r3gfdwegf\" data-saferedirecturl=\"https:\/\/www.google.com\/url?q=https:\/\/ucla.app.box.com\/s\/b43yu9zm3ov9ey2m85yq09o8hvvnsr2g&amp;source=gmail&amp;ust=1536748441220000&amp;usg=AFQjCNFrkBD3Rnfa24dzVc3AXlpacYVgLQ\"><em>Course Syllabi Recommendations<\/em>&nbsp;Word document<\/a>&nbsp;contains information gathered by the UCLA Undergraduate Council regarding syllabi and suggested template language you may wish to adopt for certain topics. The Council does not wish to be prescriptive, and no faculty member is required to adopt any of the recommendations it has created.<\/p>\n<p>The Council identified a number of best practices, such as:<\/p>\n<ul>\n<li>It is helpful for students to see early on what they are expected to learn from your course, in the form of a list of Learning Outcomes.<\/li>\n<li>It is most impactful to discuss the information on your syllabus. Doing so helps to foster greater understanding and create a more inclusive classroom environment.<\/li>\n<li>Students want as much information about the course as possible prior to enrollment. Providing a tentative syllabus, or even a previous syllabus, helps students when determining the courses in which they should enroll. Such syllabi can be marked as \u201ctentative\u201d or \u201csubject to change.\u201d<\/li>\n<li>The syllabus is a contract between you and your students. Students may attempt to litigate aspects of your syllabus. It is important to remember that it is your class and you can set any expectations you believe are appropriate\u2014as long as those expectations are clearly articulated to your students via your syllabus.<\/li>\n<\/ul>\n<p>If you have any questions, or would like to share any best practices you have discovered, please feel free to contact Professor Lazazzera at&nbsp;<a href=\"mailto:BethL@microbio.ucla.edu\">BethL@microbio.ucla.edu<\/a>&nbsp;or the Undergraduate Council Analyst, Julia Nelsen, at <a href=\"mailto:jnelsen@senate.ucla.edu\">jnelsen@senate.ucla.edu<\/a>.<\/p>\n<div id=\"_mcePaste\" class=\"mcePaste\">&nbsp;<\/div>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-3006286981\" class=\"accordion-item\">\n\t\t<a id=\"accordion-3006286981-label\" class=\"accordion-title plain\" href=\"#accordion-item-helpful-tips-for-students-to-include-with-your-syllabus-or-post-to-bruin-learn\" aria-expanded=\"false\" aria-controls=\"accordion-3006286981-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Helpful tips for students to include with your syllabus or post to Bruin Learn<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-3006286981-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-3006286981-label\" >\n\t\t\t\n\n<p>The following guides have been developed by <a href=\"https:\/\/uclalibrary.github.io\/research-tips\/\">UCLA WI+RE<\/a> to provide tips for students on etiquette for communication with faculty:<\/p>\n<p><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/03\/Contacting-Faculty-Over-Email.pdf\">Contacting Faculty Over Email<\/a><\/p>\n<p><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/03\/Meeting-With-Faculty-In-Person.pdf\">Meeting With Faculty In-Person<\/a><\/p>\n<p>The following campus resources can be provided to students as well in your syllabus (as a list or as a link) or posted in CCLE:<\/p>\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/1K086I03xtvgumRBio1sA8pVfpeb-w-r4TPMvbcsJ0tw\/edit?usp=sharing\">Campus Resources for Students<\/a><\/p>\n<div id=\"_mcePaste\" class=\"mcePaste\">&nbsp;<\/div>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-1559762776\" class=\"accordion-item\">\n\t\t<a id=\"accordion-1559762776-label\" class=\"accordion-title plain\" href=\"#accordion-item-address-the-use-of-devices-in-the-classroom\" aria-expanded=\"false\" aria-controls=\"accordion-1559762776-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Address the use of devices in the classroom<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-1559762776-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-1559762776-label\" >\n\t\t\t\n\n<p>There are many perspectives on allowing the use of devices in the classroom. Whatever you decide, we recommend including this policy in your syllabus.<\/p>\n<p>University of Michigan\u2019s Center for Research on Learning and Teaching released a <a href=\"http:\/\/www.crlt.umich.edu\/sites\/default\/files\/resource_files\/CRLT_no30.pdf\">2011 report<\/a>\u00a0summarizing student survey findings on the use of laptops and recommendations for faculty. Below, we list a few syllabus text recommendations adapted from this report:<\/p>\n<ul>\n<li>\u201cWe recommend that you limit use of your laptop if you find that it distracts from your learning during class. This 2013 <a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S0360131512002254?via%3Dihub\">study<\/a> suggests that laptop use hinders not only your own learning, but that of the students around you. If you choose to use your laptop in class, please sit in the back five rows to avoid distracting those around you.\u201d (CEILS recommendation, 2018)<\/li>\n<li>\u201cLaptops may be used only for legitimate classroom purposes, such as taking notes, downloading class information from CCLE, or working on an in-class exercise. E-mail, instant messaging, surfing the Internet, reading the news, or playing games are not considered legitimate classroom purposes; such inappropriate laptop use is distracting to those seated around you and is unprofessional.\u201d (Mazzie, 2008)<\/li>\n<\/ul>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-2220832512\" class=\"accordion-item\">\n\t\t<a id=\"accordion-2220832512-label\" class=\"accordion-title plain\" href aria-expanded=\"false\" aria-controls=\"accordion-2220832512-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>More student-centered: students choose weight of each assignment (with limits)<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-2220832512-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-2220832512-label\" >\n\t\t\t\n\n<p><a href=\"https:\/\/www.chronicle.com\/article\/How-Much-Do-You-Want-Your\/242802\/\">This article<\/a> from&nbsp;<em>The Chronicle of Higher Education<\/em>, entitled \u201cHow much do you want your final to count?\u201d describes a procedure for allowing students to choose the weight of each assignment within certain ranges; students almost universally loved this approach.. If you are wondering how to do this within Bruin Learn or your own spreadsheet program, you can contact us at CEILS for help.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\n<\/div>\n\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":12,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-679","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Teaching Guide: Designing an Inclusive Syllabus - CEILS Dev<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/teaching-guide-designing-an-inclusive-syllabus\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Teaching Guide: Designing an Inclusive Syllabus - 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