Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion

Milton A. Fuentes, David G. Zelaya, Joshua W. Madsen

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

Introduction: Equity, diversity, and inclusion (EDI) are receiving considerable attention in higher education. Within psychology, the American Psychological Association has highlighted the importance of cultural diversity in both undergraduate and graduate curricula and charged educators with facilitating the development of cultural competence among learners. Statement of the Problem: Many resources have been developed to help promote EDI within higher education. The resources developed have mainly focused on the curricula and pedagogical approaches, yet the syllabus remains overlooked with few guidelines available to educators. Literature Review: We offer several considerations informed by theoretical frameworks and best practices in the discipline and suggestions for the successful implementation of EDI in the syllabus. Teaching Implications: This article provides a comprehensive and useful guide for developing a syllabus that assists with the integration of EDI, as the syllabus is the first opportunity for faculty to communicate their philosophy, expectations, requirements, and other course information. Conclusion: Infusing EDI in the syllabus is essential for promoting an inclusive learning environment and is conducive to establishing goals related to cultural competence.

Original languageEnglish
Pages (from-to)69-79
Number of pages11
JournalTeaching of Psychology
Volume48
Issue number1
DOIs
StatePublished - Jan 2021

Keywords

  • diversity
  • equity
  • inclusion
  • multiculturalism
  • syllabus

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