Enhancing STEM education, accessibility, and support through the integration of equity, diversity, and inclusion (EDI) elements into course syllabi
Session Type
Presentation
Room
Physics and Astronomy, room 106
Start Date
17-7-2025 3:00 PM
End Date
17-7-2025 3:30 PM
Keywords
EDI, inclusive teaching, syllabus, belonging, template
Primary Threads
Teaching and Learning Science
Abstract
The syllabus plays a crucial role in education serving as a tool for instructors to effectively communicate with students and is typically the first point of contact between students and instructors. Many institutions provide guidelines for syllabus construction, however required elements are usually based on course or institutional expectations and are less likely to focus on building inclusive and sustainable classrooms (Gin et al. 2021). Constructing a syllabus that promotes inclusion and acknowledges diverse student identities and perspectives has been shown to foster a welcoming classroom environment (Fuentes et al., 2021).
For our Faculty of Science, we refined a syllabus template designed by Harris et al (2022) that centred equity, diversity, and inclusion (“EDI syllabus”), while meeting institutional requirements. Our goal was two-fold, to help instructors improve the classroom environment and promote inclusion while also reducing the burden on instructors, especially those less familiar with inclusive principles. The EDI syllabus distinguishes itself from traditional syllabi through its accessible design which includes an e-reader-friendly format, student-centred language, and inclusive elements such as pronunciation guides, personal pronouns, land acknowledgement, and a reflective teaching statement. Further, the template raises instructor awareness of inclusive pedagogical strategies (e.g., flexibility), encourages transparency in course structure and delivery, and alternative learning and assessment methods.
After a two-year pilot, we evaluated uptake of the EDI syllabus, examined both instructor and student experiences with this template, and assessed current syllabi design practices across multiple departments within our Faculty. Instructors' perspectives of the EDI syllabus template have been positive, and preliminary analysis suggests that this template may better align instructor and student needs compared to current syllabi practices. Further, preliminary instructor feedback on its ease of use suggests a standardized template could lower the workload required to incorporate student-centred inclusive elements into course communication and structure and disseminate information about inclusive teaching practices. Ethics certificate e2024-025. In-person attendees are encouraged to bring an internet enabled device (e.g., smartphone) so that you can participate in polls and share ideas/discuss with online participants.
Elements of Engagement
The session will prompt participants to reflect on and share elements in their courses that support student inclusion and belonging and provide clearer communication about the course to students. Participants will be encouraged to reflect on ways the elements of a syllabus can help improve accessibility and inclusion in teaching and learning.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Enhancing STEM education, accessibility, and support through the integration of equity, diversity, and inclusion (EDI) elements into course syllabi
Physics and Astronomy, room 106
The syllabus plays a crucial role in education serving as a tool for instructors to effectively communicate with students and is typically the first point of contact between students and instructors. Many institutions provide guidelines for syllabus construction, however required elements are usually based on course or institutional expectations and are less likely to focus on building inclusive and sustainable classrooms (Gin et al. 2021). Constructing a syllabus that promotes inclusion and acknowledges diverse student identities and perspectives has been shown to foster a welcoming classroom environment (Fuentes et al., 2021).
For our Faculty of Science, we refined a syllabus template designed by Harris et al (2022) that centred equity, diversity, and inclusion (“EDI syllabus”), while meeting institutional requirements. Our goal was two-fold, to help instructors improve the classroom environment and promote inclusion while also reducing the burden on instructors, especially those less familiar with inclusive principles. The EDI syllabus distinguishes itself from traditional syllabi through its accessible design which includes an e-reader-friendly format, student-centred language, and inclusive elements such as pronunciation guides, personal pronouns, land acknowledgement, and a reflective teaching statement. Further, the template raises instructor awareness of inclusive pedagogical strategies (e.g., flexibility), encourages transparency in course structure and delivery, and alternative learning and assessment methods.
After a two-year pilot, we evaluated uptake of the EDI syllabus, examined both instructor and student experiences with this template, and assessed current syllabi design practices across multiple departments within our Faculty. Instructors' perspectives of the EDI syllabus template have been positive, and preliminary analysis suggests that this template may better align instructor and student needs compared to current syllabi practices. Further, preliminary instructor feedback on its ease of use suggests a standardized template could lower the workload required to incorporate student-centred inclusive elements into course communication and structure and disseminate information about inclusive teaching practices. Ethics certificate e2024-025. In-person attendees are encouraged to bring an internet enabled device (e.g., smartphone) so that you can participate in polls and share ideas/discuss with online participants.