Resources

Syllabus Tool Resources

• This website's page called "Tool for Interrogating Your Syllabus" has a Rubric for Evaluating Courses designed by and for Antioch faculty

• CUE Syllabus Review Tool (for promoting racial and ethnic equity and equity-minded practice) (USC)

• Inclusive syllabus review rubric (Columbia CTL)

• Decolonizing Your Syllabus, an Anti-Racist Guide for Your College (Academic Senate for California Community Colleges)

• Inclusion by Design Checklist and Worksheet (Brantmeier, Broscheid, & Moore) 

• Peer Observation of Teaching – Syllabus Rubric (Cornell University Center for Teaching Innovation)

• Center for Urban Justice: Syllabus Review Guide (Center for Urban Education)

• Accessible Syllabus Website (Accessible Syllabus)
  
  

Sources related to Unintended Bias

• Hays, P. (1996). Addressing the Complexities of Culture and Gender in Counseling. Journal of Counseling & Development, 74(4), 332–338.

• Hays, P. (2008). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy, 2nd ed. American Psychological Association.
  
  

Sources related to Inclusive Classroom Discussion

• Sue, D. W. (2016). Race talk and the conspiracy of silence: Understanding and facilitating difficult dialogues on race. John Wiley & Sons.

• Sue, D. W., Alsaidi, S., Awad, M. N., Glaeser, E., Calle, C. Z., & Mendez, N. (2019). Disarming racial microaggressions: Microintervention strategies for targets, White allies, and bystanders. American Psychologist, 74(1), 128–142.
  
  

Sources related to Demystifying Expectations/Conventions

• Smith, B. (2013). Mentoring At-Risk Students through the Hidden Curriculum of Higher Education. Lexington Books. 

• Tyson, C. (Aug. 4, 2014). The Hidden Curriculum. Inside Higher Ed.

• Diversity & Inclusion Syllabus Statements. The Harriet W. Sheridan Center for Teaching and Learning, Brown University.
  
  

Sources related to Syllabus Tone about Your Course & Policies

• Syllabus Tone:

  • Constructing a Learner-Centered Syllabus: One Professor’s Journey by Aaron S. Richmond 

  • Harnish, R. J., & Bridges, K. R. (2011). Effect of syllabus tone: Students’ perceptions of instructor and course. Social Psychology of Education, 14(3), 319–330.

  • Singham, M. (2005). Away from the authoritarian classroom. Change: The Magazine of Higher Learning, 37(3), 50-57. 

  • Slattery, J. M., & Carlson, J. F. (2005). Preparing an effective syllabus: Current best practices. College Teaching, 53(4), 159-164.

  • Slides: Toward a Cruelty-Free Syllabus, and Podcast: Toward a Cruelty-Free Syllabus both featuring Matthew Cheney

  • Warner, J. (2018). A syllabus is not a contract. Inside Higher Ed.

• Syllabus Review Guides

  • CUE Syllabus review tool with examples of welcoming and unwelcoming language (on page 49) and other useful advice. (Look near the bottom of the page to find the download icon.) 

  • Syllabus Review Guide: For Equity-Minded Practice. Center for Urban Education.
    
    

Key sources related to Linguistic Prejudice and Language Ideologies

• Cardoza, N. (Sept. 28, 2021). Respect African American Vernacular English (AAVE). Anti-Racism Daily.

• Conference on College Composition and Communication (CCCC). (Fall, 1974). Students' Right to Their Own Language [Special Issue]. College Composition and Communication. Vol. XXV.

• Corrigan, P. T. (July 30, 2019). “White Teachers Are A Problem: A Conversation With Asao Inoue” [Video and Transcript]. Teaching & Learning in Higher Ed.

• Greenfield, L. (2011). “The ‘Standard English’ Fairy Tale: A Rhetorical Analysis of Racist Pedagogies and Commonplace Assumptions about Language Diversity.” In L. Greenfield & K. Rowan (Eds.), Writing centers and the new racism: A call for sustainable dialogue and change. Utah State University Press.

• Hardee, J. (n.d.). Code meshing and code switching. Antiracist Praxis: Racial Justice in Education. American University, Washington D.C.

• Hernandez, A. (Aug. 18, 2015). 8 Harmful Examples of Standard American English Privilege. Everyday Feminism.

• Savini, C. (Jan. 27, 2021). 10 Ways to Tackle Linguistic Bias in Our Classrooms. Inside Higher Ed.

• Yale Grammatical Diversity Project (YGDP). (Feb. 7, 2018). YGDP members speak about linguistic prejudice. Yale Linguistics.

• Young, V. A. (2009). Nah, We Straight. An Argument against Code-Switching. Journal of Advanced Composition (JAC), 29(1/2), 49–76.

• Young, V. A. (2010). Should Writers Use They Own English. Iowa Journal of Cultural Studies 12/13, 110–117.

• Young, V. A. (Feb. 7, 2014). Dr. Vershawn A. Young [talking about his publication Other People’s English] [PBS Video Episode]. Connections, Season 9, Episode 20. PBS.
  
  

Other sources cited on the topics of Linguistic Prejudice and Language Ideologies

• Adams, K. L., & Brink, D. T. (1990). Perspectives on official English: The campaign for English as the official language of the USA (Ser. Contributions to the sociology of language, 57). Mouton de Gruyter.

• Baugh, J. 2003. Linguistic profiling. In S. Makoni, G. Smitherman, A. F. Ball & A. K. Spears (Eds.), Black linguistics: Language, society, and politics in Africa and the Americas, 155–168. Routledge.

• Delpit, L. D., & Dowdy, J. K. (2008). The skin that we speak: Thoughts on language and culture in the classroom. New Press. 

• Diaz, H. (July 3, 2018). “Language Profiling: We stigmatize accents, but language belongs to everyone” [Short Video Op-Ed]. PBS News Hour.

• Fought, C. 2006. Language and ethnicity. (Key Topics in Sociolinguistics). Cambridge University Press.

• Giroux, H. A. (2005). Border crossings: Cultural workers and the politics of education. Routledge.

• Greenfield, L., & Rowan, K. (Eds.). (2011). Writing centers and the new racism: A call for sustainable dialogue and change. Utah State University Press.

• Hirsch, A. (Apr. 10, 2012). Ghana calls an end to tyrannical reign of the Queen’s English. The Guardian.

• Kubota, R., & Ward, L. (2000). Exploring Linguistic Diversity through World Englishes. The English Journal, 89(6), 80–86.

• Lippi-Green, R. (1997/2012). English with an accent: Language, ideology and discrimination in the United States (2nd ed.). Routledge.

• McCarty, T. L., & Nicholas, S. E. (2014). Reclaiming Indigenous languages: A reconsideration of the roles and responsibilities of schools. Review of Research in Education, 38(1), 106–136. 

• Meacham, S. (2008). “We don’t talk right. You ask him.” In L. D. Delpit & J. K. Dowdy (Eds.), The skin that we speak: Thoughts on language and culture in the classroom. New Press. 

• Truth and Reconciliation Commission of Canada. (2015). Honouring the truth, reconciling for the future: Summary of the Final Report of the Truth and Reconciliation Commission of Canada.Yale Grammatical Diversity Project (YGDP). (2018). Linguistic Prejudice: Revealing our implicit biases about language [Presentation Slides PDF]. Yale Linguistics.

• Young, V. A. (2011). Should Writers Use They Own English. In L. Greenfield & K. Rowan (Eds.), Writing centers and the new racism: A call for sustainable dialogue and change. Utah State University Press.

• Young, V. A. (2014). “Introduction: Are You Part of the Conversation?” In: V. A. Young et al. (Eds.), Other People’s English: Code-Switching, Code-Meshing and African American Literacy (pp. 1–11). Parlor Press.

• Young, V. A., Barrett, R., Young-Rivera, Y. S., & Lovejoy, K. B. (2018). Other people's English: Code-meshing, code-switching, and African American literacy (Ser. Working and writing for change series). Parlor Press.

Sources related to the Role of the Syllabus

• Syllabus as Manifesto: A Critical Approach to Classroom Culture (Heidebrink-Bruno, 2014)

• Building an Effective Syllabus (Portland State University, Office of Academic Innovation)

• Accessible Course Syllabi (University of Minnesota)

• Syllabus: The Remarkable, Unremarkable Document that Changes Everything (Germano & Nicholls, 2020) 

• The Syllabus is Not a Contract:

  • The Course Syllabus: Legal Contract or Operator's Manual? by Martha Rumore (2016)

• Negotiation:

  • Why My Students Design the Syllabus #fight4edu by Cathy Davidson (2016)

• Learner-Centered Syllabus Construction:

  • Constructing a Learner-Centered Syllabus: One Professor’s Journey by Aaron S. Richmond (2016)

  • Revising My Writing Syllabus with Student Organizers, by Glenn Hutchinson, National Council of Teachers of English (2021)
    
    

Sources related to Statements for your Syllabi

• CUE Syllabus Review Tool (for promoting racial and ethnic equity and equity-minded practice) (USC)

• Diversity & Inclusion Syllabus Statements (Brown University)

• Classroom Climate: Creating a Supportive Classroom Environment (Carnegie Mellon University)

• Suggestions to Incorporate Diversity, Inclusion, and Equity in our Classes (Washington College)

• Guidelines for Classroom Interactions (community agreements) (University of Michigan)

• 10 Ways to Tackle Linguistic Prejudice in Our Classrooms (Catherine Savini, Inside Higher Ed)

• AU Libraries Antiracism Readings and Resources (Antioch libraries)
  
  

Sources related to Linguistic Diversity Statements (see also sources for Linguistic Prejudice)

• CUE Syllabus Review Tool (for promoting racial and ethnic equity and equity-minded practice) (USC)

• Classroom Climate: Creating a Supportive Classroom Environment (Carnegie Mellon University)

• Suggestions to Incorporate Diversity, Inclusion, and Equity in our Classes (Washington College)

• Guidelines for Classroom Interactions (community agreements) (University of Michigan)

• 10 Ways to Tackle Linguistic Prejudice in Our Classrooms (Catherine Savini, Inside Higher Ed)

• Writing Diversity Statements for Inclusive Syllabi (AUSB Writing Center, 5-page guide & sample statements)
  
  

Sources related to Land and Labor Acknowledgments

• Native Land Digital Map (Native Land)

• A Guide to Indigenous Land Acknowledgment (Native Governance Center)

• ACPA22 Land Acknowledgement (ACPA22)

• Land Acknowledgements (Decolonizing Memphis)

• Example Indigenous mapping project: Mapping Indigenous LA Through Digital Storytelling

• So you began your event with an Indigenous land acknowledgment. Now what? (NPR)
  
  

Sources related to UDL (Universal Design for Learning) & Accessibility

• Center for Applied Special Technology (CAST)

• Learn about UDL (OCALI)

• UDL Guidelines (CAST)

• UDL Section and Course Accessibility Section (Antioch DSS Faculty Resource LibGuide Site)

• Accessible Course Syllabi (University of Minnesota)

• UDL Syllabus Development Guide (UDL on Campus) 

• Building an Effective Syllabus (Portland State University, Office of Academic Innovation)

• Podcast (40 minutes long) that gives background on UDL

• Frequently Asked Questions about UDL (CAST)

• CAST’s higher education website (CAST)

• List of Universal Design ideas for teaching (Academic Ableism: Disability and Higher Education by Jay Timothy Dolmage)

• A wealth of Resources for Accessibility (from author of Academic Ableism, Dr. Jay Dolmage) 

• Executive Functioning in Online Classes (CAST)

• Supporting Executive functioning in Online classes (video link)

• Web Conferencing Resources (CAST)

• Assessment of Learning in UDL (useful tips for assessing student learning) (CAST)

• Wakelet Collection of resources on Accessibility and Universal Design for Learning (Antioch Academic Technology)

• Antioch UDL Sakai Site (Antioch UDL Community)
  
  

Additional UDL Readings and Resources:

• Cracks in the Foundation: The Past and Future of the UDL Guidelines (UDL Center Blog) 

• Webinar Chat Doc: Mission Accomplice: Practicing Antiracism with UDL

• UDL Guidelines (CAST)

• Quantum 10 Equity in Education (10 Frameworks, theories and practices that promote equity in education) (Quantum 10)

  • Short UDL-specific video (Quantum 10)

• Universally Designing in Universal Chaos (Faculty Focus)

• Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit (PDF). (Disabilities, Opportunities, Internetworking, and Technology)

• Remote or Not, UDL Lessons Still Apply (Kim Schiefelbein, Novak Education)

• UDL Books:

  • Addy, T., Dube, D., Mitchell, K., & SoRelle, M. What inclusive instructors do: Principles and practices for excellence in college teaching. (Ebook version) 

  • Burgstahler, Sheryl, & Rebecca Cory. (2008) Universal design in higher education: from principles to practice. (Ebook version)

  • Fitzgerald, A. (2020). Antiracism and universal design for learning. (In print at Bookshop.org) 

  • Thomas J. Tobin, & Kirsten T. Behling. (2018). Reach Everyone, Teach Everyone : Universal Design for Learning in Higher Education: Vol. First edition. West Virginia University Press.

  • Zaloudek, J., Chandler, R., Carlson, K., Howarton, R. (eds.). (2018). Universal design for learning: Teaching to all college students. Available as a print book only.
    
    

Sources related to Accessible Course Materials

• Accessibility Tools

  • Convert-a-File (Antioch YouTube video tutorial)

• Accessibility Checkers

  • Sakai's Accessibility Checker (Duke University)

  • Microsoft Word Accessibility Checker (Microsoft) & Video Tutorial of Microsoft Accessibility Checker (1min)    

  • Google Docs Accessibility Checker (Google)

  • Chrome Extension for Accessibility Checking (axe DevTools)

  • Firefox Extension Equal Access Accessibility Checker (IBM Accessibility)

• Accessibility Standards

  • Accessibility Statement (U.S. Department of Education)

  • W3.or WCAG standards (W3C)

  • Section 508 of the Rehabilitation Act (Section508.gov)

  • Cheat sheets to making materials accessible using various software (National Center on Disability and Access to Education)

  • Making materials accessible (CSUN Universal Design Center)
    
    

Sources related to Equity-Based Assessment

• Equity in Assessment (National Institute for Learning Outcomes Assessment)

• National Institute for Learning Outcomes Assessment website

• Uncovering Equity in Everyday Assessment Practice (Gavin Henning, Ciji A. Heiser, Anne E. Lundquist & Annemieke Rice)

• A New Decade for Assessment: Embedding Equity into Assessment Praxis (E. Montenegro & N. Jankowski)

• Equity In Assessment: The Grand Challenge and Exploration of the Current Landscape (S. Milligan, T. Rhodes, R. Opoczynski, J. Nastal, C. A. Heiser, and M Carvan,)

• Anthology Resources (Educ. support):

  • The Importance of Equity in Higher Education Assessment (Anthology)

  • Equity-Centered Assessment: Resources & Practices (Anthology)

  • Equity-Centered Assessment: Embedding Equity Throughout the Assessment Cycle (Campus Labs)

• Equity in Assessment (University of Colorado, Boulder)

• Grand Challenges in Assessment Project (Univ of N. Carolina, Charlotte)

• Using Assessment as a Tool for Equity and Inclusion (Video – A. Lundquist & G. Henning)
  
  

Sources related to Culturally Relevant and Sustaining Pedagogy

• Key readings:

  • Culturally Responsive Teaching: Theory, Research, and Practice (Gay, 2018)

  • Culturally Responsive Teaching: A 50-State Survey of Teaching Standards (Muñiz, 2019)

  • The Dreamkeepers: Successful Teachers of African American Children (Ladson-Billings, 1994)

  • What is culturally sustaining pedagogy and why does it matter? (Alim & Paris, 2017)

  • Culturally sustaining pedagogy: A critical framework for centering communities (Alim, Paris & Wong, 2020)

  • Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty (McCarty & Lee, 2014)

• Resources:

  • Culturally and Linguistically Responsive Teaching (CA Dept. of Education)

  • Culturally Responsive Teaching Checklist (UCLA Re-Imagining Migration project, 2017)

  • Culturally Responsive Curriculum Scorecard (NYU Metropolitan Center for Research on Equity and the Transformation of Schools)

  • Equity Resources (Equity Literacy Institute)

  • Lib Guide for Culturally Responsive Curriculum (Portland State University)