Background: Why Conduct a Syllabus Review?
Research demonstrates that when students feel like their instructor believes that they are capable of learning new things and growing their academic abilities—i.e., has a growth mindset—students’ classroom experiences and academic outcomes improve. Moreover, when students feel as though they are valued and connected to others in their learning community—i.e., have a sense of belonging—students are more likely to stay academically engaged and utilize the resources and supports provided by their institution that will ultimately help them graduate with their degree. Students from groups that have been historically excluded from or underserved in higher education are especially likely to benefit from cues from course instructors that indicate growth mindset and that counter uncertainty they might have about belonging in college.
Your syllabus is a powerful tool for course planning and development. Conducting a syllabus review provides instructors with a framework for creating a course that promotes equity in students’ experiences and outcomes in its structure and content throughout the term. By ensuring that the messages, policies, and practices included in course syllabi communicate a growth mindset about student potential, and promote a sense of belonging, course instructors have a powerful opportunity to support student achievement, foster well-being, and contribute to equity in education. For example, an experimental study testing the syllabus language recommendations in this guide on students’ anticipated belonging, identity safety and math test performance found that course syllabi that communicate that instructors endorse a growth mindset about students’ abilities are associated with higher levels of anticipated social belonging for both men and women, fewer expectations that their instructor would engage in gender stereotyping, and a 55.7% reduction in the gender performance gap on a math placement test, compared to syllabi that communicate a fixed mindset about student beliefs (Canning et al., 2021). Early testing of the effectiveness of this syllabus review guide by instructors at nine universities within the SEP network finds that revised syllabi significantly increase syllabus clarity, students' perceptions of instructor support and care, as well as students’ interest in taking the course, compared to the same syllabi pre-revision. This resource is most effective when used in conjunction with the Policy Review: Creating Student-Centered Course Policies.
Goals
Included in This Guide
Getting the Most Out of Your Syllabus
There is a lot of information in one syllabus, and even if the instructor reviews it in the first class, students may not fully absorb its contents and may never read the syllabus again. Instructors can enhance the impact of these messages with “booster shots” throughout the term (i.e. “A number of students have come to me because they struggled on their first midterm exam. I’ve put the list of academic resources on this slide; they are also in the syllabus. Use them! They are there because they are an important tool that most students need in order to succeed here.”).
Tips for Reviewing Your Syllabus
Core Questions to Guide Your Review
An instructor growth mindset conveys that the instructor believes that students are capable of growing their abilities if they put in the time and effort, use strategies for success, and reach out for help when they are struggling. When an instructor communicates a growth mindset about student abilities, it can help increase student engagement, and improve student learning and academic outcomes. Communicating a growth mindset about students' abilities can also decrease students’ experiences of identity threat, and increase levels of trust among students who belong to groups that are targeted by negative stereotypes about their abilities (Canning et. al, 2019).
What Does This Look Like? For the “course objectives” or “course description” section of a syllabus for courses that focus on introductory material. This passage invokes high standards, along with assurances that the student can meet those high standards, and then spells out how—by putting in effort, reaching out for help, and making use of available course resources. Example 1: “A note about this course: This course will include challenging material. However, the tests and assignments are designed so that any student who is willing to put in the time to attend class consistently, work extensively outside of class, use or develop good study strategies, and contact the TA or instructor when they are struggling, can develop a thorough understanding of the course material and ultimately succeed in the course.” In the “course prerequisites” section for courses that build on past preparation. This note communicates that struggling with material does not indicate that a student is incapable, but instead is a sign that they need to review past material, or even consider taking a more foundational course. Students tell us that language like the example below regarding course prerequisites conveys that the instructor cares, and that they belong in college and in their program, while also giving them the information they need to succeed academically, which could include taking foundational courses first. Example 2: “Course Prerequisites: Although there are no college prerequisites for this course, this course builds on concepts generally covered in high school math, such as calculating means, working with fractions and decimals, and order of operations. If you are uncertain about whether you have mastered those concepts, you should contact me or a TA and we will connect you to resources that can help you learn and review the concepts, which should prepare you for this course. If a review of these concepts is not sufficient, you might consider taking Math 1 to get a more solid grounding, then returning to this course next term.” |
Recognizing and Avoiding Fixed Mindset Messaging A fixed mindset is the belief that intelligence and ability are innate, and cannot be changed over time. Syllabi that utilize fixed mindset messaging convey that some students have ability and some do not and there is not much that can be done to change that. This type of message disproportionately affects structurally disadvantaged students. The “note about this course” passage below, which can be contrasted to the growth mindset passage above, is an example of fixed mindset messaging. Example 1: “A note about this course: This is a difficult course. Succeeding on tests and assignments will require a thorough understanding of the course material. Students who are not quick learners should consider dropping the course.” Common Misconceptions About Growth Mindset
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Research evidence shows that students from marginalized groups or groups that have historically been excluded from higher education, because they are aware of cultural stigmas and stereotypes towards their groups, are particularly likely to question their social or academic belonging (Hurtado & Carter, 1997, Johnson et al., 2007; Stephens et al., 2012; Strayhorn, 2012). This belonging uncertainty tends to arise when students run into common challenges, like a poor grade.
Messages that communicate that struggles are common, not a sign that a student does not belong in college, and that students can take active steps to overcome the challenges, prevent students from concluding that they do not belong and disengaging socially and academically (Walton & Cohen, 2007).
This can also be an opportunity for a growth mindset message, by communicating that being challenged is part of the process of learning.
What Does This Look Like? In the “About Your Instructor” section of the syllabus, instructors (and TAs) can summarize their own stories about how they faced challenges and belonging concerns, which resolved with time and strategies. This can also be done in the first class of the term. Example 1: “About Your Instructor: I became fascinated by statistics while going to college at <name of school>. I was intimidated by statistics at first, and after I failed my first midterm, I wondered if I was cut out for this field... However, I accessed tutoring services and put in some extra hours, and I earned a significantly higher grade on the final. In time, I developed a passion for the subject, I hope to share that passion with you.” An alternative is in the “Course Notes” section of the syllabus:
Example 2: “Note: In previous years, some students have told me that they had times during the course when they felt that they weren’t doing well and became uncertain about whether they belonged in this class or should change majors. I advised them to hang in there, and in the meantime to access the tutoring center, put in some extra hours studying, and join a study group. A number of these students contacted me later in the year to tell me that, now that some time had passed and they had taken some positive steps, they did feel like they belonged.” |
Recognizing and Avoiding a False Belonging Message Sometimes belonging messages are misunderstood. Although, in our experience, these false belonging messages are rarely conveyed in course syllabi, reviewing them can be helpful as you hone your own belonging message. The belonging message is not:
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Knowing that the instructor cares about students’ success has a strong positive impact on students’ sense of belonging. Even in very large courses, the syllabus can convey that even if class size prevents the instructor from knowing each student individually, the instructor still cares about their success. In focus groups, students tell us that they understand that their instructors are juggling large classes with their research and service work. Paraphrasing what one student told our researchers, “even though (in big classes) you’re just a number, that doesn’t mean that the instructor doesn’t care.”
What Does This Look Like? A note included in the “About your Instructor” section or in the office hours section. Example 1: “Note: I care about the success of each student, even if I cannot meet with all of you individually due to the size of this class. When you have questions about the course material, questions about the subject more broadly, concerns to discuss, accommodations you need, or thoughts you want to share, please start by contacting one of our TAs. The TAs care about students’ success and have expertise to share...If the TA is unable to help you, then please come to my student drop-in hours.” Sometimes things fall through the cracks when instructors are managing heavy course loads. This note can be included in the office hours section to guide students to the correct attribution for the occasional lack of response to email. Example 2: “Contacting me by email: At some points in the term, my inbox gets quite full, but I do want to hear from you. If you email me and don’t hear back from me within two business days, please send a follow up email. I will appreciate the gentle reminder.” Teaching Assistants are essential resources to students, especially in large classes. Including some personal information about the TAs can help them seem more accessible. This note can be included in the “About your TAs” section. Example 3: “Teaching Assistants: The TAs can review the course material with you, take up exams and assignments, and suggest study strategies. They can also give you tips about how things work on this campus and to succeed in college more broadly.
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Learning environments that support a diversity of thoughts, perspectives, experiences, and identities (including race, gender, class, sexuality, religion, ability, etc.) can have a powerful impact on students’ sense of belonging, particularly for students from marginalized groups, or groups that have been historically excluded from higher education (Umbach & Wawrzynski, 2005; Stevens, Plaut, Sanchez-Burks, 2008 ; Walton et al., 2015; Murphy & Destin, 2016). Syllabi that acknowledge the diversity and complexities of student populations signal to students from all backgrounds that they are seen, valued, and respected in the classroom environment.
What Does This Look Like? Many institutions have now developed formal statements that recognize and respect Indigenous Peoples as traditional stewards of the land the University occupies, and the enduring relationship that exists between Indigenous Peoples and their traditional territories. Check with your University to see if it has an established Land Acknowledgement statement, and include it at the beginning of your syllabus. This can be a powerful belonging cue for indigenous students. Example 1: “Land Acknowledgment: [School Name] is located on the traditional and ancestral land of the Ohlone and the Muwekma Ohlone people. This region holds great historical, spiritual, and personal significance for its original stewards, the Native nations and peoples of this area. We acknowledge their connection to this land, and give thanks for the opportunity to live, work, and learn on their traditional homeland.” Another way to communicate that diversity is respected and valued in the classroom is by setting clear expectations for in-class conduct, and including policies that acknowledge the diversity and complexity of students lives in the “course policies” section of the syllabus. The following course policies are examples of ways to acknowledge and signal support for diverse student groups in syllabi. Your university may have its own preferred wording. Example 2: “Course Conduct: I am committed to creating a positive learning environment where diverse perspectives are recognized and valued as a source of strength. I request that all students work with me to create a classroom culture based on open communication, mutual respect, and inclusion. As a class we will approach all discussions with respect and civility. Disagreements and debates in academic discourse are expected and welcome, but personal attacks are never OK, and will not be tolerated. I strive to ensure an open and welcoming classroom for all students. If I ever miss the mark, please don’t hesitate to come and talk to me. We are all learning together.” Example 3: “Caregiver Responsibilities Policy: I have great respect for students who are balancing their pursuit of education with the responsibilities of caring for children or other family members. If you run into challenges that require you to miss a class, please contact me or the TAs. There may be some instances of flexibility we can offer to support your learning.” |
Nearly all students face challenges at some point in their academic careers. Colleges provide a host of resources to support students through these challenges, but even when those resources are advertised widely, students may be reluctant to use them because they feel stigmatizing. Additionally, some challenges, like enduring financial hardship and many kinds of disabilities, are invisible, which can lead students to feel as though they are alone in the obstacles they face. Addressing the needs of these students on the syllabus shows that the instructor “sees” these students and conveys that students are not alone in the challenges they are facing.
What Does This Look Like? Many students tell us that, due to financial strain, they make a case-by-case decision about whether to buy the textbook or whether to try to find a more affordable way (e.g. using their phone to scroll through photographs a classmate has taken of their own text). Addressing this in the syllabus signals to students that financial strain is common and not a sign that they do not belong. Example 1: “Required Text: Physics: Principles with Applications, Seventh Edition by Douglass Giancoli, 2016.
Using an open access textbook, which can be downloaded by students at no-cost, helps to ensure that all students can access the text for the course. Example 2: “The required text for this course is Ramanathan, V., Aines, R., Auffhammer, M., Barth, M., Cole, J., Forman, F., et al. (2019). Bending the Curve: Climate Change Solutions. Location: Regents of the University of California.
Many instructors include a “campus resources” section on their syllabi, that provide students with information about institutional services to support student health and well-being. The following campus resource examples normalize the use of student support services, and convey that they are being made available to students to unleash students’ true abilities, and meet their fullest potential. If your institution provides “boiler-plate” language for these policies, consider adding a note along with the required phrasing to humanize and individualize this language. Example 3: “AccessAbility Services: Many students have visible or less visible disabilities, and the college offers accommodations that allow them to achieve their full potential. The AccessAbility Services office, located on the first floor of the Student Center, collaborates with all academic departments to arrange appropriate accommodations for students with disabilities, without compromising the academic integrity of the curriculum. If you have a documented disability or suspect you have an undocumented disability, drop in as early as possible in the term to avoid long waits.” Example 4: “Mental Health and Counseling Services: All of us need a support system, and many students benefit from the use of counseling services. The Counseling Center, located in North Hall, works with students to identify and address issues related to personal growth, self-confidence, anxiety, depression, eating disorders, academic difficulties, and career indecision. [School name] provides counseling services to students at no cost. For urgent mental health needs, students should call or walk into the student health center.” Nontraditional students, transfer students, students who work, and veterans tell us that it can be hard to get to campus or to daytime supports because they are juggling work and/or helping out family. Including a policy that explicitly acknowledges these challenges, or offering accommodations for meeting remotely or outside of regularly scheduled office hours can be significant. Example 5: “School-Life Conflict: Many students face obstacles to their education as a result of work or family obligations or unforeseen personal difficulties. If you are experiencing challenges throughout the term that are impacting your ability to succeed in this course, or in your undergraduate career more broadly, please reach out to me or your TA immediately so that we can work together to form a plan for your academic success. If you are unable to attend my or the TAs’ student drop-in hours, please email to set up a time that works for you or arrange a virtual meeting.” |
We know that students sometimes avoid utilizing resources meant to help them succeed, such as office hours or tutoring centers because they view those supports as intimidating or being intended for those who “don’t get it.” Students who commute, or who are juggling family or work obligations outside of school also tell us that they want to make the most of resources available to them, but are often unable to because supports are offered at times or in formats that make it difficult for them to access. By including messaging in syllabi that normalizes the use of classroom and institution supports, and taking steps to make these supports accessible to all students, you can encourage greater engagement among students.
What Does This Look Like? Sometimes, a simple wording change can make academic resources feel more accessible to students. Students who are new to college may not know what “office hours” are, and because of their high school experiences, may associate going to an instructor's office with being in trouble or may find them intimidating. Rephrasing “office hours” as “student drop-in hours” is a small change that more clearly conveys that students are welcome during that time. Offering multiple options for drop-in hours can also help ensure that students with more constrained schedules are able to access the instructional team when needed. Example 1: “Student Drop-In Hours: My student drop-in hours are Mondays and Wednesdays, 10am – 12pm, or by appointment. I will hold extra drop-in hours before each midterm exam, so check the course website for dates and times.” Students are more likely to make use of existing resources if they perceive them as being a standard part of their education. The following syllabus excerpt normalizes use of supports, emphasizes that they are not necessarily remedial and that they are a standard part of college completion. Example 2: “Academic Supports: This campus provides extensive academic supports for students designed to let students achieve the academic success they are truly capable of. Most students access them at some point in pursuit of their degree. I have provided a list of the academic support offices offered by [school name] below.” Providing a space on the course website where students can post questions publicly for the teaching team (or even other students!) to answer for the benefit of the entire class provides students with more constrained schedules additional opportunities to access valuable course resources. This strategy can be especially beneficial in online or remote teaching environments, where students' abilities to check-in with the instructional team may be more limited. Example 3: “Course Chat: When students have a question about course content they often feel like they are the only one with that particular question—but that’s almost never the case. If you have a question about our course materials, or an assignment, it is likely that many of your peers are wondering the same. For this reason, I ask that you post questions that you have about the course to the chat box on our course website where it can be viewed by all students. I and your TAs will be checking the chat regularly to respond to questions. If you see a question in the chat that has not been answered yet, and you know the answer, please share that knowledge with your classmates.” |
Example Syllabi
Example Syllabus: Not Attuned to Student Experiences
Syllabus that has not been revised to convey growth mindset and promote belonging
Example Syllabus: Attuned to Student Experiences
Syllabus that has been revised in accordance with the suggestions in this guide