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The Inclusive Educator Workshop Series

Dr. Cynthia Ragle, Dean of SSPAC

Dr. Sarah Alderfer, Professor of English, Dept. Chair

Professor Jamie Singleton, English

Session Three:

Formatting and Organizing Your Syllabus

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Warm-up Discussion

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Student-centered Syllabus

A student-centered syllabus makes a great first impression on your students by communicating your teaching philosophy.

A student-centered syllabus includes the following elements:

a student-centered tone by avoiding academic language/jargon;
conveys high expectations while incorporating information about your support toward promoting confidence and success;
describes high-impact pedagogical practices while articulating how you will meet them where they are at;
exemplifies an overall tone advocating a meaningful learning experience versus a scary, unwelcoming, and punitive experience.

Source: An Equity Syllabus: https://sites.google.com/view/anequitysyllabus/cultural-inclusivity

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Balance Policies and Care

Instead of "Mandatory," begin with, "Plan to succeed"

Instead of "Dropped from the course"..., begin with "I will check in on you if you forget to participate."

Instead of "Rigorous exceptions", begin with, “You really want to look out for X, and here’s a strategy so that it doesn’t happen.”

Instead of "Requirements," begin with, "Tips for success"

Instead of "No Excuses," begin with, "Search for solutions and communicate with me"

Instead of "Your Responsibility," begin with "Confusion is normal. Contact me."

Source: An Equity Syllabus: https://sites.google.com/view/anequitysyllabus/cultural-inclusivity

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If I were a student, how would I experience my syllabus?

What would I take away regarding the culture of the class?
My instructor's teaching style?
My instructor's expectations of me?
How might I experience the syllabus if I were a first generation student?
An African American student?
A Latino/a student?
An LGBTQ student?
A financially insecure student? Could I afford the book and course materials?
What does it mean to assess a course syllabus from an equity perspective?

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Equity Rubric for Student Success

PSYC 142 Syllabus

Equity Rubric - Developed by the Student Success and

Equity Committee at Hartnell College.

Elements examine dimensions for equity minded teaching

and learning. They are: Be Intrusive, Be Relational,

Culturally Relevant and Affirming, Community Focused.

Be Race Conscious.

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Switching to a Visual Syllabus

http://www.tonahangen.com/2011/01/syllabus-makeover/

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Why Change to a Visual Syllabus?

Length

Standard CCO/Syllabus: 13-15 pages
Visual Syllabus: 6-8 pages

Create interest and establishes tone
More approachable document

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Leeward College Visual Syllabus Template

Via Google Drive

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Converting Simple Syllabus

into a Visual Syllabus

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Change Background Color and Insert Images

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Create and Upload Images

Click on image above

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Adding a “Liquid Syllabus”

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Free Course: How to Create a Liquid Syllabus

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What is a Liquid Syllabus?

A Liquid Syllabus is an accessible, public website that incorporates a brief, friendly welcome video and course information written in welcoming, student-centered language (Pacansky-Brock et al, 2020; Pacansky-Brock, 2017, 2014).

When used in conjunction with culturally responsive teaching pedagogy, the Liquid Syllabus contributes to creating a more equitable learning environment for all students.

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Why a Liquid Syllabus?

Applies equity-minded language to course information
Extends the transformation one step further through the the use of a website tool (Google Sites, Adobe Spark Page, Wordpress, etc.) that can be viewed by students without logging into Blackboard (LMS) or other secured environments
Responds to a student’s viewing device, rendering clearly scrollable text when viewed on a smartphone phone
Maximizes an <online> instructor’s first impression on students
Allows students to be able to make text larger and opt for a dark view
Provides unique opportunities for fostering social presence (embedded brief, captioned video)
Greets students with a warm, smiling face and supportive words prior to reading the content
Allows digital images to be easily interspersed and represent students from different cultural backgrounds who represent diverse groups of people
Pairs smoothly with a smartphone - student may click the link, be welcomed by their instructor, and have direct access to the information they need to start day one on the right foot

Pacansky-Brock, M., Smedshammer, M., & Vincent-Layton, K. (2020). Humanizing Online Teaching to Equitize Higher Education. Current Issues in Education, 21(2).

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Pre-Course Email (aka Welcome Package)

I just want to welcome you to our ENGL 010 - Introduction to College Reading and Writing II course. I'm looking forward to getting to know you this fall! The Blackboard course is open now.

This welcome package contains some information to get you off on the right foot as we get ready to begin on Monday.

1. View my Welcome Package. This page contains lots of helpful information and may answer some questions you have about the course.

2. Textbook: There is only one textbook required for the course. You will need the Mosaics: Reading and Writing Essays, MLA Update (Seventh Edition) textbook. More information about this textbook is located in the Welcome Package.

3. Please sign up for my text message list. This is the easiest and quickest form of communication we can use this semester. You can register your cell phone number for the list with the appropriate link below. I'll be sending out a welcome text message on Monday or Tuesday to test the list.

If you have any questions after sorting through this information, please don't hesitate to contact me. I'm here to help. I will do my best to make this a great semester - we'll get through this together!

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Components of Liquid Syllabus

A homepage that contains:

A brief (2-3 minute) welcome video, hosted on YouTube.

While there are many workflows for hosting videos, Google Sites will only embed videos from YouTube. The video you embed will need to be shared on YouTube as Unlisted (only those with the link can view it) or Public (is retrievable in web searches and publicly visible on your YouTube channel).�

How This Course Works section that clearly communicates where and when (if applicable) students are expected to participate in your course. This section should clearly describe how the course is organized and whether or not there are required synchronous (live) meetings.�
My Teaching Philosophy section that is student-centered, includes supportive language and promotes confidence while engaging in rigor. Conveys high expectations while incorporating information about how you will support students to achieve academic success. �
A Learning Pact that lists expectations that your students can expect from you and that you will expect from them. The pact cues students that you will play an active role in supporting their learning.�
How to Get Your Questions Answered section. This includes your instructor communication policy that clearly lets students know how they should contact you (and includes both an asynchronous option like email and a synchronous option like Zoom or phone) and what your response time is.�
How to Get Into Our Course section. This includes a button that links to the Blackboard login portal for your college and a link/information about how to get help with Blackboard.

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Components of Liquid Syllabus

Additional pages that may include:

Course Essentials (course description, outcomes, textbook, listed of other required materials.)�
Grading - A clear and transparent explanation about how grading works in your course. �
Policies: This page includes your campus policies that are expected to be included in all course syllabi. Often, the language used in our institutional policies often informed by a deficit-based mindset about our students. Read your campus policies critically and ask yourself if they use deficient, intimidating, unwelcoming messages. If you identify these phrases, adapt them with equity-minded language. For example:�

Instead of "Mandatory," begin with, "To be successful ..."
Instead of "You will be dropped from the course"..., begin with "I will check in on you if you forget to participate."
Instead of "Rigorous exceptions", begin with, “You really want to look out for X, and here’s a strategy so that it doesn’t happen.”
Instead of "Requirements," begin with, "Tips for success"
Instead of "No Excuses," begin with, "Search for solutions and keep an open line of communication with me"
Instead of "It is your responsibility to," begin with "Confusion is normal. Contact me if you have questions.�

Resources. A list of institutional resources available for your students online to support their academic success, and mental/physical well being. This list includes links to each resource webpage so students can easily get more information.

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My Liquid Syllabus

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Samples of Liquid Syllabi

Mexican American Experience Fabiola Torres, Glendale College

Spanish 101 Bryson Adams, Modesto Junior College

English 100 Kolleen Kalt, Cerritos College

Legal Aspects of Real Estate Arnita Porter, West LA College

Critical Thinking Amber Katherine, Santa Monica College

Introduction to Sociology Robert Wonser, College of the Canyons

Introduction to Linguistics Jamie A. Thomas, Santa Monica College

Women in American History Mieke Lisuk, Sierra College

Introduction to Programming Brent Wedge, Modesto Junior College

Career & College Success Queen Peterson, Fullerton College

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More Samples of Liquid Syllabi

Calculus Sarah Williams, Foothill College

Introduction to Microeconomic Theory Fahmida Fakhruddin, Evergreen Valley College

Math for Life Serena Mercado, MiraCosta College

Argumentative Writing & Critical Thinking Becky Rudd, Citrus College

Quality Online Teaching & Learning Work Group Allison Hughes, Cañada College

ESL 79 Dayamudra Dennehy, San Francisco City College

Nutrition and Science Application Cheryl Davis, Diablo Valley College

History of Still Photography Michelle Pacansky-Brock, Mt. San Jacinto College

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More Tips for Formatting and Organizing Your Syllabus

Position accommodations statement and academic honesty statement at beginning of policies (University of Minnesota TILT)
Include a link to a Google docs or slides version (6 Principles of UDL Design)
Use a Table of Contents and in-text hyperlinks
Use tables and text boxes to chunk and group information
Use columns
Use images related to content items to help students visually identify sections such as attendance or technology policies
Offer multiple formats (UDL Syllabus Guide, UDL Syllabus Rubric)

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Here are a few resources that you can use following the workshop.