Inclusive Syllabus Portfolio S23 | Mary Breunig
Course number: Name of Course
RPTA 33: Race, Class, Gender and Leisure
Course Description
Examination of the role of leisure in the social construction of markers of identity across gender, race, class, sexuality and disability; and leisure’s role in the construction of institutional oppressions such as racism, sexism, homophobia and discrimination based on class and disability. This is a General Education, Area D course. I have taught this course twice hybrid and used this FLC opportunity to develop an inclusive and accessible syllabus in designing an asynchronous summer course. I am concurrently revising all of my course syllabi to be more inclusive as a result.
Before:
So so much needed updating. I have previously taught for multiple decades, entirely in person and have always developed detailed course syllabi, considering them to be inclusive and accessible and through this course, learning that was not necessarily the case. What I learned is that a shorter syllabus is actually more accessible with a well-developed Canvas page that also reflects inclusive best practice
Motivation for Redesign of your Syllabi
My accessibility scores were low on both the syllabus itself and in the modules, including PDFs and other documents. I learned how to close caption video lecture and ensure that youtubes and other experiential activities reflected DEI best practice. Consideration and modifications were also made relevant to first language and culture. I "softened" and modified the language in the syllabus, including, for example, the late assignment policy which previously had a punitive tenor and now has one that is more positive psychology/ encouraging.
After:
I fully revamped my syllabus and all course materials to be both accessible and diverse, equitable and inclusive.
Include Evidence of Accessibility or Language Choice Changes
As mentioned above, more inclusive language and all course materials, including BIPOC references and readings and assignments that align with the variety of learning styles in the classroom, including consideration of neurodivergent students. Accessibility scores all very high now. Although as I am typing I see that I am currently at an 82% for this portfolio which leads me to wonder what might need to be revised.
Techniques Incorporated Into Redesign
One of my primary tools was the excellent support of Cryssel Vera and the student support who helped convert PDFs and documents to ensure accessibility. I used Panopto to close caption videos. I used accessible syllabus templates to ensure headings and font and tables were congruent with best practice. I also benefited from peer learning.
Assessment of Syllabus Redesign
Aligns with best practice generally and will certainly inform my other syllabi as mentioned. The asynchronous course serves the department and offers students an option for a requisite course in a condensed summer session format
Reflection: Challenges and Lessons Learned
One of the greatest lessons learned was that the syllabi and materials that I thought were available still had room for improvement and that will be an evolving process, requiring attention and intentionality
Faculty Biography
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Dr. Mary Breunig has spent more than two decades as an outdoor/experiential education professor. Her scholarship focuses on social and environmental justice, schoolyard pedagogy, student-directed teaching and learning, and Freiran Praxis. Mary is a NOLS and Outward Bound instructor. She is a climber, cyclist, avid paddler, place-based enthusiast, and urban flaneur. Find out more at marybreunig.com Links to an external site. |
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