Inclusive Syllabus Checklist

Inclusive practice that addresses this element:

• Ensure that syllabus is available by Day 1 or before
• Include syllabus reconnaissance activity in class schedule

Inclusive practice that addresses this element:

• Include instructor's preferred method of address
  • Example: You can call me Dr. Billy Bronco or Dr. Bronco. "Professor" is fine, too.
• Information about preferred contact method and time to respond
  • Example: Email <insert email>
    I will respond within 24 hr Mon - Fri and at my convenience on weekends. I don't respond to email after 8pm or before 7am to maintain some work-life balance. Email is the best way to get in touch!
• Brief biography and image (that represents them)
  • <add an image of yourself>
  • My professional training...
  • My personal interests are...
  • This class is important to me because...

Resource: CPP Faculty Office Hours Policy (pdf)

Inclusive practice that addresses this element:

• Warm welcome and encouragement to join "student (office) hours"
  • Add a section on how students can get help:
    • I welcome your questions, concerns, and conversations! Please reach out.
    • Meet with me on <insert days, times>, (right before class!) in my office at Bldg <insert bldg/room>.
    • Leave a voicemail at <insert phone>.
    • If my Monday meeting hours don't work for you, please email and we'll set up an appointment.
    • Being available to help you is important to me!
• Include class meeting times, formats, and locations
  • For instance:
    • Class and lab format: Face to Face
    • Lecture (2 credits): <add days and times> and <add bldg. and room>
    • Lab (1 credit): <add days and times><add bldg. and room>

Inclusive practice that addresses this element:

• In addition to the catalog description or required curricular objectives, provide clear, direct, student-friendly language that better describes objectives in terms of relevance to student goals.

Inclusive practice that addresses this element:

• Course materials deliberately and actively reflect a variety of viewpoints, perspectives, and identities
  • Materials may include diverse racial, cultural, social, and/or global perspectives, providing for discussion and appreciation of diversity, equity, and inclusion goals at CSU campus.
  • Is there diversity in authors' backgrounds, as appropriate?
  • Are there multiple perspectives represented from scholars in the field?
• Brief explanation is given as to why the material is chosen and how it relates to learning outcome
  • This is helpful for the relationship between material and learning outcomes.
• Options provided on where to get materials in a timely and cost-effective way; low-cost or free materials when possible
  • CPP Open Educational Resources OER/Affordable Learning Initiative
  • Bronco Bookstore Instant Access
• Information regarding access to the technology & resources required for the course
  • Ensure you mention any relevant technologies needed for your own course
  • Example: You need reliable access to computer and internet to get assigned readings and activities from Canvas and other websites, and to turn in assignments. Please let me know if you have technology access issues so we can connect you with campus resources.
• Materials information given to Bookstore by the deadline

Inclusive practice that addresses this element:

• In addition to official pre-reqs and co-reqs, provide prior skills or knowledge you expect
  • Example: Foundational skills you'll need for this class include basic arithmetic and simple algebra; fluency in reading university-level textbooks and materials; ability to follow directions; willingness to interact meaningfully in synchronous meetings and/or online in discussion boards and the like; ability to use email, Canvas, and basic internet functions such as searching.

Inclusive practice that addresses this element:

• Spread work evenly through the semester or front-load; avoid an accumulation of credit at the end.
• Maintain firm dates for exams and major projects, but flexibility in other areas; adjust scope rather than date
  • Example: Topics may be adjusted as we go. Due dates will not change.

Inclusive practice that addresses this element:

• Clearly explain in direct, positive, friendly language that gives enough detail to avoid "hidden curriculum" issues.
  • CPP syllabus policy requires an explanation of the grading system and the examination methods.
  • Explain the grading system in clear, direct, student-friendly terms.
• In addition to description of the grading system, include the rationale for the grading system.
  • Example: Both the amount of work and the quality of your work tie into your grade, which is typical of professional career evaluation. There are several categories of work. You need to do certain things and achieve a certain quality of work for the grade you want. See grading system for our class for more details.
• Use a grading system that encourages growth and persistence.
  • Avoid grading on a curve or using a system in which an early failure cannot be fully redeemed.
  • Avoid a system that significantly confounds progress in learning with simple attendance or other unrelated issues
  • It's supportive to choose a grading system that supports growth and perseverance, rather than resulting in competition or students giving up. See the Grading for Growth blog for many good ideas.

Inclusive practice that addresses this element:

• Clearly explain in direct, positive, friendly language that gives enough detail to avoid "hidden curriculum" issues
  • Clearly outline for students the format of each exam (e.g., multiple choice, written responses, open book, etc.), the length/number of questions, and any other information that can help students best prepare for examinations.

Policies must accommodate National Guard or military service, jury service, or emergency response obligations. Policies should reasonably accommodate family responsibilities, chronic or unexpected medical problems including pregnancy-related requirements, co-curricular activities (athletics, performances, etc.), and religious obligations.

Inclusive practice that addresses this element:

• Clearly explain policies in direct, positive, friendly language that gives enough detail to avoid "hidden curriculum" issues
• Ensure that policies are based on benefiting students' learning within the discipline, even if they also address faculty preferences
  • Example: Make-ups are given only for the most serious reasons. This is because in the graphic art world, missing deadlines can result in losing big clients or losing significant income. It's important that our practices in this class align with the realities of the profession.
• Ensure that policies are reasonable and can be consistently applied. "No makeups allowed" is likely not a realistic policy.
  • Example:
    What if life happens? Make-up and late work
    Please let me know if circumstances arise which make it difficult for you to meet class obligations. I will make every effort to work with you within university policy guidelines. If you have obligations such as jury duty or military service, Cal Poly Pomona activities, medical issues including pregnancy-related, or significant family responsibilities, please talk to me.
• Do not require onerous documentation that is costly for students, such as doctor's notes for temporary illness

Stating that the course will follow Cal Poly Pomona policies is inadequate. CPP policies provide for academic freedom for faculty to determine the appropriate response to academic dishonesty in a course, in addition to requiring reporting of academic dishonesty to Student Conduct & Integrity.

Inclusive practice that addresses this element:

• Spell out what "cheating" and "plagiarism" entail rather than assuming students know
  
  • Example: Cheating and plagiarism include but are not limited to: Paying someone to do an assignment for you, purchasing a paper that someone else wrote, pretending you did work that you didn't do, copying someone else's work, using materials from Chegg, CourseHero, etc. In addition, do not contribute materials from this class to Chegg or CourseHero -- your work is your work, but the assignments and experiences I've created for you are my work and I do not give consent for that work to be shared with such outlets.
• Use language that treats academic integrity as a professional issue rather than a moral one, and encourage students to seek legitimate help early on
  • Example: Integrity and ethical behavior are central to a positive professional identity. I understand that pressure can be severe for students and it is tempting to take shortcuts. Do not make cheating one of those shortcuts. Instead, talk to me and let's figure out what resources and support you need to succeed.
    A boss will fire you immediately for lying, and academic dishonesty is lying. Cheating and plagiarism put all students at risk: If a lot of CPP students cheat, then a grade or a degree from CPP is worthless.
• Ensure that your policy is reasonable and that you can follow it consistently. Policies with either draconian responses or too much leniency are equally unworkable
  • Example: Academic dishonesty at any stage of a project or activity will result in at least a failing grade for that activity, with more severe penalties possible in consultation with Student Conduct. Again, if you're under pressure and in trouble, I urge you to make the good choice of talking to me to see what we can work out.

• Include campus address, telephone number, URL, and further statements that encourage students who qualify to register with the DRC.
• Provide proactive, encouraging language that communicates the instructor's commitment to supporting students with disabilities and points students to the campus resource.
  • Example: In particular, if you are a student with a disability, please contact the Disability Resource Center to coordinate specific accommodations, and I will gladly work with you. I have striven to make all instructional materials basically accessible, but if you find something you can't access (for example, if you need video captions and they are not present on a video) please let me know. Here's Cal Poly Pomona's policy on accessibility.

• Example:
  • Include in your Course Schedule your exam info, day and time.
  • Cumulative individual final exam, 9:00 - 10:50am

• Proactive encouragement for students to use campus resources, and a short explanation of what each offers
• These links to resources are curated on the CAFE website and will be periodically updated to provide the most current, up-to-date information
  • Resources:
    • Learning and Support Resources: Includes links to the Care Center, Learning Resource Center, Student Success Central, TREE Centers, and other student services
    • Technology Resources: Includes links to Canvas help and IT&IP support for students
    • University Polices: Includes links to accessibility and privacy policies, the university catalog, and the Student Code of Conduct
• If teaching in an online/hybrid course, provide information about being a successful online student
  • Resource: Online Readiness Self-Assessment from CSU Stanislaus

• Resources:
  • Sample Netiquette Discussion Forum Guidelines (pdf)
  • Set Expectations for Valuing Diverse Viewpoints

• Example: Include in your Course Schedule your exam info, day and time. (e.g., "Cumulative individual final exam, 9:00 - 10:50am")

• Resource: Focus article - Syllabus Solutions: Examining Your Syllabi for Evidence of True Student-Centeredness

• Activities and assessments should incorporate multiple means of engagement, action and expression, and representation.
• Resource: Center for Applied Special Technology (CAST) website on UDL

• Resource: "Warming Up" Your Course

• Does the instructor clearly describe in the syllabus how they will engage with students?
• Does the instructor participate in discussion forums (e.g.: responds to 1/3rd of posts)?
• Does the instructor provide insightful comments and make connections between students' points of view?

• Example: Are the students given the option of presenting a final project in the form of a written essay, multimedia presentation, or a video?

• Example: We will do a lot of active learning. I will NOT spend two hours lecturing! You will solve problems, work with data and materials, and talk to each other during class. An overwhelming body of research shows that active involvement during class is more effective for learning.

• Example: It is my intention that every teaching choice I make and every interaction I have with you leads to a climate that is respectful, open, welcoming, and encouraging to all students. When you interact with one another, I ask that everyone is respectful, helpful, and kind. I welcome you to approach me with any concerns you have about the class climate and relationships within the class as we proceed through the semester.

• Resource: Diverse Imagery: Its Purpose And Importance In eLearning

• Example: This class and lab will demand significant time, at least 9 hours per week. Calendar your time!

• Example: A good practice is to show the calendar to a person, ideally a student, who is not a member of the class, to see if they can follow; adjust as needed.

• Example: Here is a special note on ChatGPT, DALL-E2 and other AI softwares that can compose coherent written or visual responses: The use of these resources must be disclosed and cited no matter when or how they are used. Use of these tools without disclosure is pretending you did work you didn't do.

• Example: QLT Canvas template - Learner Contract Quiz, or Syllabus Activities (pdf)