Example Syllabus using Universal Design (UD) Elements
Disclaimer: this syllabus was designed to illustrate elements of Universal Design and provide a resource to you should you want to design your own syllabus; all references or information are for illustrative purposes only.
INSTRUCTOR INFORMATION
[varied ways of contacting instructor listed and a brief
overview of instructor included]
Instructors:
Alisha Sarang-Sieminski, CC 214, Alisha.Sarang-Sieminski@olin.edu , 781-292-2553
Adva Waranyuwat, CC 319a, adva.waranyuwat@olin.edu , 781.292.2327
About the instructors: [short description of instructor background]
Alisha is awesome and also knows many great things.
Adva is awesome and knows many great things too.
INCLUSIVITY STATEMENT:
[include information about resources along with relevant links]
We are committed to ensuring the full participation of all students in this course. If you have a documented disability (or think you may have a disability) and, as a result, need reasonable accommodation to participate in this class, complete course requirements, or benefit from the College’s programs or services, contact the Olin Disability Services (DSO) as soon as possible. To receive an official academic accommodation, you must be registered with DSO. The DSO works with students confidentially and does not disclose any disability-related information without their permission. For further information about services for students with disabilities, please contact the DSO at (781) 292 2327 or email disability.services@olin.edu . Any specific modifications granted will be based on detailed discussions with each student about their particular situation, and on information from a medical care provider concerning the student’s disability and related needs. We assume that all of us learn in different ways, and that the organization of any course will accommodate each student differently. Please talk to us as soon as you can about your individual learning needs and how this course can best accommodate them. Even if you do not have a documented disability, remember that other support services are available to all students.
COURSE DESCRIPTION:
[short description that serves as the ‘thesis’ of sorts for the course]
To help participants understand why inclusive learning environments matter and to provide strategies and resources for making our learning environments more inclusive.
ACADEMIC INTEGRITY STATEMENT:
[include information about, including penalties]
As detailed in the Honor Code, Olin defines academic integrity as the pursuit of scholarly activity in an open, honest and responsible manner. All students should act with personal integrity, respect other students’ dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts. Academic integrity includes a commitment to not engage in or tolerate acts of falsification, misrepresentation or deception. Such acts of dishonesty include cheating or copying, plagiarizing, submitting another person’s work as one’s own, using Internet sources without citation, taking or having another student take your exam, tampering with the work of another student, facilitating other students’ acts of academic dishonesty, etc. Any violation of academic integrity will be sent to the Honor Board and the Dean of Students.
TEXTBOOKS AND READINGS:
[List and description of where they can be purchased. Electronic versions also available or text offered or converted to an alternative format.] All materials will be provided in class and also provided to students electronically.
COURSE EXPECTATIONS AND ASSESSMENT:
[include grading criteria if you know it]
1. Attendance and active participation are expected since discussion, lectures, and hands-on activities are important parts of the course.
2. Successful identification and design of your universal classroom is an expected deliverable of this workshop.
Attendance and Participation [includes link to a grading rubric for this] 50%
Final Inclusive Classroom Project [includes link to a grading rubric for this] 50%
ASSIGNMENTS:
[should include descriptions, due dates and multiple submission options]
Reading assignments: [insert description and any expectations around these]
● Will read articles, primary sources, and professional journals regularly
● All readings will be available via hard copy or as links from the course website
● Students will be expected to comment critically upon the readings in each class; this
will count toward your participation grade
Out-of-Class assignments: [insert description and any expectations around these]
● Will have weekly out of class assignments to complement your in-class material
● Every student will have two options for how they can complete the out of class
assignment for the week
● Out of Class Assignments will be integral to your final classroom project
Hands-on exercises and class participation: [insert description and any expectations
around these]
● Students are expected to participate in an array of in-class exercises in small groups,
individually and as a whole group. We may also take field trips as part of this
component
● This comprises a large part of your participation grade, and we will provide multiple
means for students to participate
LEARNING GOALS AND OBJECTIVES (LGO):
[syllabus explains learning objectives and links to course topics/assignments, includes appropriate due dates]
At the end of the course, we hope you’ll have a working foundation for:
Communication (a)
1. Understanding how your background and identity fits into the classroom
2. Having conversations about diversity and identity formation
3. Understanding your classroom makeup and how to address student body needs
Reflection (b)
1. Understanding why inclusive classrooms matter
2. Having a better understanding of what your inclusive classroom looks like
3. Strategies for continuous assessment and evaluation of your classroom
Inclusive classroom literacy (c)
1. Leave with strategies for designing an inclusive space
2. Awareness of where and how to find resources
COURSE SCHEDULE OVERVIEW:
(Course always meets on Thursdays from 9am-12:30) [this
should include details of each section, including deadlines and any linkable resources]
Week 1: June 8: Objectives of Course (LGO b1)
● Syllabus overview and introduction of instructors
Relevant Readings: War and Peace DEADLINE: June 14 [include anything linkable]
Out-of-Class Component: N/A
Week 2, June 15: Participant Introductions (LGO a1, 2)
● Participant introductions
● Course Ground Rules
Relevant Readings: Infinite Jest DEADLINE: June 21 [include anything linkable]
Out-of-Class Component: Resource Scavenger Hunt [include links to additional descriptions
where available]
Week 3, June 22: Why Do Inclusive Learning Environments Matter? (b1,2)
● Universal Design
● What you Bring to the Classroom Discussion
Relevant Readings: Start Where You Are DEADLINE: June 28 [include anything linkable]
Out-of-Class Component: Resource Scavenger Hunt [include links to additional descriptions
where available]
Week 4, June 29: Identity and Bias (a1,2,3)
● Socialization & Unconscious Bias
● Personal Identity Reflection Classroom Discussion
Relevant Readings: Pedagogy of the Oppressed DEADLINE: July 5 [include anything
linkable]
Out-of-Class Component: Cultural Exchange Exercise [include links to additional descriptions where available]
Week 5, July 6: What Does an Inclusive Environment Look Like? (a3, b2)
● Inclusive learning environment brainstorm
● Who are you designing for?
Relevant Readings: 1984 DEADLINE: July 12 [include anything linkable]
Out-of-Class Component: Map Your World [include links to additional descriptions where
available]
Week 6, July 13 : Designing Inclusive Environments (b3, c1,2)
● Building on GAPA
● Tactics for creating an inclusive environment
Relevant Readings: The Handmaid’s Tale DEADLINE: July 19 [include anything linkable]
Out-of-Class Component: Cultural Exchange Exercise [include links to additional
descriptions where available]
Week 7,July 20 : Designing Inclusive Environments, Part II (b3, c1,2)
● Mapping your current classroom
● Multimodal Instruction and Final Project Assignment [ should link to final project
information on website and provide paper copy when the time comes ]
Relevant Readings: N/A
Out-of-Class Component: Multimodal Instruction Workshop [include links to additional
descriptions where available]
COURSE CALENDAR:
[specify due dates and highlight important course events as another
format for viewing course structure]
Monday Tuesday Wednesday Thursday Friday
8 Week 1 Class 9
12 13 14 Deadline 15 Week 2 Class 16
19 20 21 Deadline 22 Week 3 Class 23 Course Activity
26 27 28 Deadline 29 Week 4 Class 30
July 3 4 Cultural
Exchange
5 Deadline 6 Week 5 Class 7
10 11 12 Deadline 13 Week 6 Class 14
17 18 19 Deadline 20 Week 7 Class 21 Workshop
RELATED RESOURCES:
[includes any relevant additional resources that can be used as a
supplement] All reading materials can be [include linked information].