Reading Gin et al. (2021) on “how syllabi can serve as communication tools for creating inclusive classrooms”
This is mostly a “note to self”: Found a really interesting article on “how syllabi can serve as communication tools for creating inclusive classrooms” by Gun et al. (2021). A review of 60ish biology syllabi as well as the literature of what should be included, and pointers on which group of students especially benefits from the information and why, as well as examples. This is great to help students build “cultural capital” and level the playing field! And strong motivation to pay more attention to syllabi as actual communication tools and how they — as oftentimes first point of contact between instructor and students — can shape the classroom climate.
They even provide a template syllabus here: https://zenodo.org/record/4317968#.Y8EIaC8w0f8
Highly recommended reading!
Gin, L. E., Scott, R. A., Pfeiffer, L. D., Zheng, Y., Cooper, K. M., & Brownell, S. E. (2021). It’s in the syllabus… or is it? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution. Advances in Physiology Education.
Emotionally-responsive teaching - Adventures in Oceanography and Teaching says:
[…] learning environments by setting the right tone on the first day of class (or even before, see my post about the importance of syllabi as communication tools in an inclusive classroom here). Or to take the physical learning environment seriously and think about what the room is […]