Inclusive Syllabus Portfolio | Sheryle Stafford

The Inclusive Syllabus: A First Step in building a welcoming environment

SWRK 134: Crimes Without Victims

Course Description

SWRK 134 is an upper division elective that meets GE area D. Two sections are offered in each fall and spring with an enrollment cap of 35 each section. The class explores deviant behaviors that are now, or have historically been a crime. I deliver the course in a lecture/discussion format using active learning principles.

Before:

The syllabus is uploaded as a PDF file to Canvas for students, it is not provided in hard copy. It follows a similar format to the syllabi of my own education years and models many that have been recycled from other instructors in my department. The intent has always been to present the basic information students need and leave it at that. The syllabus includes the course and instructor details, course description and objectives, policies, assignments, and grading structure. The syllabus ends with a schedule in table format.

Motivation for Redesign of your Syllabi

The existing syllabus has a 6% accessibility score in Canvas. I have known this to be a problem but did not know how to either identify all of the problems or fix them. The main accessibility problems centered on text headings and table presentation.

Image showing a 6 percent accessibility score on the original syllabus.

The syllabus I provided students was a PDF of a Word document that was not formatted with appropriate headings that clarify the structure of the document. Other issues reflected in this document include the Sacramento State logo at the top not having an alt tag, a table was used for the information block at the top for the only purpose of formatting, and tables later in the document not designating a header row.

After:

I reverted to a Word document and focused on an accessible format that used structured headings and limited the use of tables. I also added two UDL features, linking related sections to their respective Canvas pages and expanding the description and purpose of required course readings.

Include Evidence of Accessibility or Language Choice Changes

The most significant change I made was including heading tags at the appropriate level throughout the Word document. Other significant changes were removing the logo, reformatting the Course and Instructor Information without a table, and removing two other tables associated with assignments and grading, and designating the header row of the remaining course schedule table. The new version of the syllabus is 100% accessible.

This FLC also exposed me to some of the principles of Universal Design. I added more information on the required text and noted the purpose of additional materials. I also expanded my use of descriptive links to the associated and related Canvas pages within the document.

Screen capture of the Textbook and required readings section of the syllabus. Screen capture of select course policies demonstrating descriptive links.

Techniques Incorporated Into Redesign

I used the Word and Canvas accessibility checkers to identify what problems I needed to correct. I then used Word styles to create structured headers and the Insert Hyperlink tool to create descriptive text. Styles was the most helpful because I could set the font, size, and spacing for different heading levels and it would automatically apply that style to the text assigned that style.

Assessment of Syllabus Redesign

The new syllabus better aligns with accessibility and inclusion principles. It includes the university required elements and is in a format accessible to all students. It is better aligned with the course's companion site providing a more streamlined approach to overall course design.

Reflection: Challenges and Lessons Learned

I appreciate the opportunities that CTL offers. Covid pushed us online overnight and forced me to take a hard look at the small nuances of my classes. This experience has taught me more about document accessibility and introduced me to some of the basic UDL principles. There is still work to be done to create a fully inclusive syllabus but I walk away from this FLC with increased accessibility and integration with Canvas.

Faculty Biography

Faculty Biography
	I have been a lecturer in the Division of Social Work since 2013. I am proudly Made at Sac State receiving my BA, MSW, and MS in Criminal Justice here. Prior to returning to Sac State, I spent my professional life as a public policy analyst with a focus on policies affecting people with mental illness. In my off time I enjoy my two dogs, home improvement projects, and anything that has to do with wandering the outdoors. In the words of Tolkien, "Not all those who wander are lost."

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