Syllabus as Inclusive Practice

Authors

  • Julie Bezzerides Lewis-Clark State College
  • Marlowe Daly-Galeano Lewis-Clark State College
  • Spencer Payton Lewis-Clark State College

Keywords:

inclusive practices, inclusion, diversity

Abstract

A course syllabus can affirm that everyone is a welcome participant in the class through carefully selected language and overt statements of inclusive policies. Likewise, the lack of inclusive language in syllabi potentially excludes students before class even begins. Incorporating language that exhibits awareness of difference is, perhaps, the least educators can do to demonstrate appreciation of and respect for diversity in the classroom. This flash essay provides examples of inclusive syllabus language and develops the rationale for utilizing such language in course syllabi.

Author Biographies

Julie Bezzerides, Lewis-Clark State College

Julie Bezzerides is an Associate Professor of Spanish at Lewis-Clark State College.

Marlowe Daly-Galeano, Lewis-Clark State College

Marlowe Daly-Galeano is an Associate Professor English and Director of the Hells Canyon Institute at Lewis-Clark State College.

Spencer Payton, Lewis-Clark State College

Spencer Payton is a Mathematics Instructor at Lewis-Clark State College.

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Published

2020-05-28

Issue

Vol. 9 No. 1 (2020): Special Edition on the State of the Syllabus

Section

Articles

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