Embedded Files
Example # 1
Example # 1
A syllabus sets the tone for the class. Therefore, it's important for a syllabus to include language that is welcoming and encouraging; not stress-inducing. The example below shows the "Submission Policy" language of my class syllabus before and after modification.
Extensions or Make-Ups
Assignments must be completed by the due date. Late submissions are NOT accepted.
Generally, I do not allow makeup examinations or quizzes.
However, I understand that circumstances occur that may prevent a student from attending a class session in which an exam or quiz is given. In such circumstances, it is up to my discretion whether an absence merits an extension or a makeup.
Except in cases of true emergency, it is your responsibility to request an extension or a makeup prior to the administration of the exam or quiz.
Submission Policy
Please plan on submitting your assignments on or before their assigned due dates. When you submit your work on time, you are giving me the opportunity to review your work and provide meaningful feedback.
I understand that circumstances occur that may prevent you from submitting work on time. Therefore, late submissions will be accepted with a 10% penalty for each day that it's late.
If you don't want the penalty and anticipate a problem meeting a deadline, let me know as soon as it is feasible so that we can address the problem and find a solution.
Please see the Communication policy above and the Grading page for more information.
Example # 2
Example # 2
In addition to eliminating rigid language in my submission policy and to encourage students to submit work on time, I also included the following section in my syllabus:
Tips for success and reducing stress
1. Avoid procrastinating -give yourself the time and space you need to do your best work.
2. Reach out for help - if you're stuck on an assignment, don't hesitate to reach out to me or one of your peers.
3. Avoid perfectionism - a done something is better than a perfect nothing.
Example # 3
Example # 3
The next example below is a prompt that I've included in my class exams. Research shows that including external attributions in exams similar to the one below help eliminate stereotype threats. Additionally, high standards and assurances of capability appear to signal that students will not be judged stereotypically and that their abilities and belonging are assumed rather than questioned.
Exam Prompt
Anxiety is a natural response to stress. It is hard-wired into our brains and helps keep us at a heightened state of alert. So, anxiety, like the one you may be experiencing now as you sit for this exam can have a positive impact. Keep in mind that the anxiety you may be feeling have nothing to do with your actual ability to do well on this exam. Your performance will not be hindered by your anxiety and it might even improve it.
Take your time, concentrate, check your work, relax, and do your best!
Example # 4
Example # 4
Many students are often too concerned about the grades they receive in their classes and internally attributes the grade they receive. To provide assurance and help combat the stress associated with receiving a grade in a class, I've included the following grading policy in my syllabus:
My Grading Practice
You are so much more than the grade you will receive in this class. A grade will not reflect many of your amazing qualities. Grades do not define you - but they do matter. My primary purpose of grading in this class is to provide you feedback on your progress. Your grade reflects how well you have achieved the learning objectives in this class.
School can be stressful, I get it. Many of you are taking classes while also working a full-time or a part-time job. Finding a healthy balance between school, work, and social life is possible. Think of your grade as a measure of how well you applied yourself in this class and how much you tried. If you miss the mark, I offer plenty of opportunities to raise your grade. I trust that if you apply yourself, you will succeed in this class.
Example # 5
Example # 5
Equitable teaching practices include the ability to understand each student's learning preference. Therefore, it's important for me to learn about my students' fears, frustrations, excitement, and courage with learning so that I can modify my teaching to accommodate my students' needs and address their concerns. This accommodation will help students learn with ease and achieve their goals. The following example shows the opportunity I provide my students to engage in discussion about their learning preference and concerns. The last option (#4) in the assignment promotes creativity among students by allowing them to choose their own medium in sharing their thoughts and feelings.
Before beginning the exercise, I first share my story with my students by being transparent about my experiences as a student. I share with them my failures and successes as well as my own fears, frustrations, excitement, and courage with learning. I believe that transparency helps students feel more comfortable about sharing.
Learning Preference Assignment
In this assignment, you will share your fears, frustrations, excitement, and courage with learning. This exercise will let me know your learning preference and help me customize our class to fit each of your needs. To share your thoughts and feelings, please choose one of the four options below.
1. Participate in an open forum (whether in-class or online) and share with the class your fears, frustrations, excitement, and courage with learning so that peers can reply to you (or your post). Sharing with each other your fears, frustrations, excitement, and courage with learning will help you realize that you are not alone.
2. Submit a paragraph or two about your fears, frustrations, excitement, and courage with learning.
3. Schedule a private session with me and discuss your fears, frustrations, excitement, and courage with learning.
4. Convey (in any way you feel comfortable - through writing, music, acting, etc.) your fears, frustrations, excitement, and courage with learning.
Example # 6
Example # 6
The example below is an equitable teaching practice that I adapted from one of my law school professors. I have employed this practice since I started teaching.
Creating an equity-centered learning environment requires feedback from students about what worked well and what didn't work. Since feedback from students is crucial, I conduct an anonymous survey called "Quit. Keep. Start." midway through the semester. In the survey, I ask students what they want me to quit doing, keep doing, and start doing. This practice enables me to be a better instructor and continue to make strides in eliminating the achievement gap.
Example # 7
Example # 7
The link below is a link to the liquid syllabus I learned to create in @ONE's ECRT class.
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