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SYLLABUS REVIEW GUIDEFOR EQUITY-MINDED PRACTICEWhat is syllabus cial/ethnicequityandequity- esaself- achesandpractice.What is in the hatprovidetheconceptualknowledgeandpracticalknow- ‐howtoconductequity- ‐mindedself- reequity- ‐minded.01. What is the rationale for doing syllabusreview?p. 202. Do I know my syllabus?p. ducation.cue.usc.edu@CENTER4URBANED03. Who does my syllabus serve?p. 604. How does my syllabus demonstrateequity for racially minoritized students?p. 1205. What will I do now?p. 2106. Additional resourcesp. ightsReserved.1
01. What is the rationale for doing syllabus - choolofEducation.AllRightsReserved.2
ularlythosewhoaremale,middle- ‐toupper- ‐class,heterosexual,able- yllabicanbetoolsforequity- herandhowtheirsyllabiengageinequity- tructing.Whatisequity- ‐mindedness?Theterm“equity- ionersdevelopcompetenceinequity- ‐mindedness,whichischaracterizedasbeing: Raceconsciousinapositivesense eveniftheintentionistoberace- ‐neutral sandtochangepracticesaccordingly eneral,equity- Reserved.3
Equity-Minded CompetenceEquity-Minded Competence11Lack of Equity-MindedCompetenceAwareness of racial identityClaims to not see raceUses disaggregated data toidentify racialized patterns ofoutcomesDoes not see value indissaggregated dataReflects on racial consequencesof taken-for-granted practicesUnable to notice racializedconsequences or rationalizesthem as being something elseExercises agency to produceracial equityDoes not view racial equity asa personal responsibilityViews the classroom as aracialized space and activelyself-monitors interactions withstudents of colorViews the classroom as autilitarian physical spaceCUE.USC.EDU - @CENTER4URBANED CENTER FOR URBAN hilethecoursesyllabusisthefocusofinquiryandself- ity- tcreatingmoreequity- f- ‐reflectionarenecessaryfordevelopingequity- lypracticedneedtobere- ‐thoughtandre- keupanever- oups.Regularinquiryandself- ndwhichpoliciesandpracticescouldbere- rSchoolofEducation.AllRightsReserved.4
02. Do I know my medupandorientedtothetask.Askyourself:1. ��syllabus’?2. s?3. ewGuide(circleit)?4. git?5. 5
03. Who does your syllabus ssierSchoolofEducation.AllRightsReserved.6
Examples of how a syllabus serves ADEMIC owardthisgoal.7
busand byyourinstitution. yyourdepartment. what’slegitimateorvaluedbyyouracademicfield. ObserveWritedownideas,ah- Education.AllRightsReserved.8
Reflect1. ULTY:2. Wereyousurprisedbytheresult?Whyorwhynot?3. estaboutwhoyoursyllabusiswrittenfor?4. Reserved.9
From an equity-minded perspective Reserved.10
dentsbyincluding: ne.”) ) ons orequity- ofEducation.AllRightsReserved.11
04. How does my syllabus demonstrate equity forracially/ethnically minoritized students?AsnotedinPart1,anequity- oratingthefollowingsixequity- ‐mindedpractices:DEMYSTIFYING ndnavigatethecollege andofficehours,gradingscheme) ersPresentinformationinsuchawaythatafirst- us jargon ING lcaredforCommunicatecareandsupport valued. ekhelp,whetherornottheyarestruggling. norms Setgroundrulesforrespectfulclassdiscussion Includeaclassanti- ‐discriminationpolicy mpusVALIDATING hatallstudentsareexpectedtosucceed als. arningandstrengthsCREATING A PARTNERSHIP eirsuccess on,RossierSchoolofEducation.AllRightsReserved.12
aboutyourteachingpractices slearners andreflectivelearners oalsREPRESENTING esoflearningandknowledge ulturallyrelevantandinclusive ies l- eycomeDECONSTRUCTING umptions,beliefs,andprivilege ndbroadersocialinequalities ism,andmarginalization ucation.AllRightsReserved.13
Example of Equity-Minded Practices in a ecomestrongwritersCREATING sReserved.14
lofEducation.AllRightsReserved.15
htsReserved.16
equity- equity- usand ��. nkyoudemonstratethispractice,writeWELCOMING–. inkyoudemonstratethispractice,writeVALIDATING–. INGAPARTNERSHIP–. ��. .AllRightsReserved.17
ObserveWritedownideas,ah- tion.AllRightsReserved.18
Reflect1. ateanddonotdemonstrateequity- ‐mindedpractices. SHIPREPRESENTINGDECONSTRUCTING2. Wereyousurprisedbytheresult?Whyorwhynot?3. Whichofthepracticesforequity- ion.AllRightsReserved.19
Reflect4. Foreachequity- einstanceofDEMYSTIFYING sanexample(ornot)ofthatequity- ‐mindedpractice.5. dayofclass.a. entcourses?Whyorwhynot?b. s?Whyorwhynot?6. ofEducation.AllRightsReserved.20
05. What will I do now?1. ular.2. pmentworkshoponsyllabusreview?3. entsmightyoulookattoassessforequity- ofEducation.AllRightsReserved.21
As you consider what to do next, remember ninquiryprocessthatencouragesself- icallyminoritizedstudents.Theintended“take- SchoolofEducation.AllRightsReserved.22
ADDITIONAL RESOURCESOnracial/ethnicequityinhighereducation Retrievedfromhttps://cew.georgetown.edu/cew- ‐reports/separate- ‐unequal/ Witham,K.Malcom- yforracial/ethnicequity alofHigherEducation,75(1),104- ‐126.Onthepurposesofcoursesyllabi bus.CollegeTeaching,46(2),58- ‐62. s.CollegeTeaching,50(2),55- ‐61. tionEducation,56(1),54- ‐71.Onsyllabireviewforequity- ‐mindedpractice ilityandequityinUShighereducation(pp.61- ‐92).NewYork,NY:TeachersCollegePress. ofEducation.AllRightsReserved.23
The Syllabus: A Tool that Shapes Students’ Academic thwell- thesyllabus,usefindingsfromempiricalandpeer- Reserved.24
THE STANDARD PURPOSE OF THE SYLLABUSForthestudents: onentsofacourse(Harnish&Bridges,2011). a,2013;Dowd&Bensimon,2015;Slattery&Carlson,2005). Forinstructors: Welcomesstudentstotheclass(Habanek,2005). 95;Slatteryetal.,2005). lhoonetal.,1995;Slatteryetal.,2005).Forboth: ghtsReserved.25
QUESTIONS ABOUT THE SYLLABUS: ANSWERS FROM PEER-REVIEWEDARTICLES AND EMPIRICAL tudentsandfacultymayoccurbeforethetwomeetface- ‐‑to- utcoursesyllabi: Dostudentsusethesyllabusbeyondthefirstdayofclass? Howcanthelanguageinthesyllabusaffectstudents? demicdifficulty? yondthefirstdayofclass? Facultyperceivethatstudentsdonotuse
01. What is the rationale for doing syllabus review? p. 2 (02. Do I know my syllabus? p. 5 (03. Who does my syllabus serve? p. 6 * 04. How does my syllabus demonstrate equity for racially minoritized students? p. 12 * 05. What will I do now? p. 21 * 06. Additional resources p. 23 Established*in*1999,*the*
