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ETHN 30: Introduction to Chicano/Latino Studies

Workplace Skills, Student Friendly Language, Equity

Reflection on Instructional Change:

I implemented the practice of using student-friendly language in my course syllabus. I’ve been using a syllabus template provided by the Center for Teaching and Learning (CTL), but I revised the language to make it more student friendly. For example, I revised language concerning office hours. I chose this practice because it has become clear to me that the syllabus is the first introduction students have to the course. Establishing a sense of belonging, inclusion, and welcoming from the very beginning helps foster student belonging and success in the course.

This change positively impacted students and my teaching. I believe I do help foster a sense of belonging for all students in my classes, but I think extending that welcoming sentiment from the very beginning helps students feel positive and excited about the course. The reason I took this step is because I feel my syllabi are not sufficiently warm and welcoming. The language I use has been overly academic and commanding (rather than encouraging). I expected this revision to have a positive impact because it would help students realize that I care about them. I hope changes to the syllabus will encourage more students to see me during office hours when/if they have questions.

The learning activity that most influenced changes I made to my instruction was the implementation resource: Downloadable Reference pdfs. These documents summarized key best practices. I printed all of them out and have them as reference for all my courses.

One key "take away" about my teaching and learning that I got from the Observe and Analyze Session with my colleagues is how friendly the language in my revised syllabus appeared. All participants felt the language in my syllabus was welcoming. It made me realize that the changes I made were discernible and obvious.

Evidence of Instructional Change

Evidence of Learning
Evidence 1	Evidence 2	Evidence 3
Screenshot of revised syllabus	Screenshot of my Canvas course site	ACUE badge

Practice and Reflect on:

Using Student-Friendly Language in Your Syllabus

Course Syllabus

Course Syllabus and Schedule

Faculty Bio


	I am Professor of Ethnic Studies at Sac State. I received my Ph.D. in Sociology from University of California, Riverside, where I specialized in race and class inequality and gender studies. My research and teaching interests include the sociology of education, intersectionality and women of color feminism(s), Latin American migration, and research methods.

Program Sponsors
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.