By Lalita Subrahmanyan
I’ve been lately thinking about how our syllabus, which is considered our “legal contract” with our students, demonstrates our teaching philosophy, a component of which is how we think about inclusivity.
Most universities require all faculty to include an accessibility statement in their syllabus. At SCSU our Student Disability Services office provides excellent resources for faculty including sample statements.
I really liked the following statement I found from Eastern Michigan University because of how it was personalized by the faculty member to be sensitive to student needs:
Is an accessibility statement sufficient to help students feel connected and engaged in the course? Or should we be crafting a statement of our willingness and expectation of inclusiveness? Inclusivity of perspectives, of identities, orientations, opinions, styles, preferences? If so, what might that look like?
I’d like to hear from you!
About the author: Lalita Subrahmanyan is Professor of Education and Director, CETL.