(302a) Constructing a Syllabus with an Accessible Community in Mind

Course syllabuses are students first introduction to the course content, and instructor teaching pedagogies. After several years of teaching Chemical Engineering courses and discussions with students about accommodations, we have found several small changes instructors can make to help create an accessible classroom. The first is making customized accessibility and accommodation statements. It is important to provide the specific language from your university/college on student resources, but often that language can be supplemented for your particular classroom community. In the past, we have added information from the American Test Anxiety Association and connected students to resources at our university in our syllabi. The second way instructors can incorporate accessibility is to create flexible extension policies. Instructors are often not aware of other pressing academic deadlines, or personal life events that students are balancing. As instructors, and researchers, we often ask for extensions on deadlines. Teaching students about asking for extension is a life skill and allows the goal of assignments to be about the students learning course material. Extensions are often a way that allow students to complete the required work, but not every student knows the culture and appropriateness in requesting an extension. Setting a specific framework transparent in the syllabus of when an extension is allowed, and how to request one, allow the student to finish their work in a timeframe that works best for them. Finally, the syllabus sets the tone of the classroom community. A syllabus set up for inclusion and positive learning clearly articulates that all are welcomed and sets clear boundaries on the learning community moving forward. Within this discussion, we will share examples of different syllabi and discuss the pros/cons of various inclusion statements.

J.M.H. was supported by a National Science Foundation EPSCoR award (#2119237).

M.L.A. was supported by an NSF Graduate Research Fellowship Program award (number DGE1745016)