Supporting Students

The syllabus is important for every course in higher education. It’s part contract, part roadmap, part policy manual, part reading list, and a host of other things wrapped into one document. However, we often overlook the tone and content of our syllabi in the context of how it invites our students to interact with ourselves as instructors and the course content. How can we craft a syllabus that helps us create a warm and welcoming learning environment? Here are some quick ideas to include in your syllabus creation to make it more inclusive.

Empathize with the Student Reader

The best place to start if you are looking to make your syllabus more inclusive is to put yourself in the shoes of your students as they are reading the document. Imagine a first-generation freshman student reading the syllabus of an introductory course. What are they thinking and feeling as they read each section of your syllabus? An example that we take for granted but can be crucial is when we list our office hours in the syllabus. What does that phrase, “office hours” mean? Those that have experience with higher education may know exactly what we mean, but those without insider knowledge may think it is something very different from the intention. Some ideas to combat this lack of knowledge:

• Rename the office hours to something more concrete like “student hours,” or “drop-in hours.”
• Contextualize your office hours in the syllabus and explain what they are for and how students can take advantage of them throughout the semester.
• Create a structure for your office hours by reserving blocks of office hours for specific topics, exam questions, general course questions, etc.

Include Resources for Students

Often our students find their trouble in the classroom doesn’t start with their coursework. It’s food insecurity. It’s working to make rent. It’s roommate problems. It’s family and personal emergencies. We cannot be everything to every single one of our students, but we can point them in the right direction to get the help they need. Creating a section in your syllabus that points students in the right direction for support and emphasizing those resources when you teach can help them get support and help their performance in the classroom. Student Mental Health Services, food pantries, minority student support, and a whole host of others can help students with their extra-classroom needs.

Add to Template Language to Invite Encounter

Every institution of higher education has boilerplate policies that instructors are advised (or required) to include in their syllabi to ensure students are aware of important campuswide policies and their options. However, these policies are often written in a way that is coldly legalistic and uninviting for students to discuss their specific situations with the instructor. Why not add language to those template statements to make them more welcoming and less legalistic? Invite students to discuss their circumstances with you, rather than coldly informing them that you are required to respect certain aspects of their life.

Think about the Course Design: Acknowledge Many Voices

How much thought do you put into who you are referencing or using as readings in your courses? We like to use the important and critical scholarship of our field, but there is an elephant in the room. The scholars who generated that critical research come from identities that had the privilege of access to the resources and education to be scholars of their field. In many cases, this lack of diverse bodies of scholars does not reflect the diversity of our classroom, or the diversity of the field as it stands. Acknowledging where the research in our field comes from can help contextualize why the field has developed the way that it did and allow students who do not see themselves reflected in the scholarship a chance to see themselves thriving in that field. Some ways to acknowledge this historical lack of diversity can be done in some of the following ways – and others:

• Avoid “teaching to the textbook.” Instead, focus on the “big questions” of the discipline and the avenues that are current to the field.
• Critical Pedagogy: use time in class to question the way the discipline has been structured and to address problems or issues using critical thinking.
• Supplement the textbook with more diverse scholars to show the development of the field.
• Add to academic readings popular writing that helps contextualize the discipline, and helps answer the question “why should I care?”

Why Inclusive Policies Matter

Inclusive course policies are foundational to creating learning environments where all students feel respected, supported, and empowered to succeed. Faculty play a critical role in shaping classroom culture through the policies they establish in syllabi, communications, and instructional practices.

Inclusive policies help:

• Reduce barriers to learning
• Foster a sense of belonging and psychological safety
• Promote equity in academic expectations and outcomes
• Encourage student engagement and persistence

Principles of Inclusive Course Policy Design

Faculty can embed inclusion into their course policies by focusing on the following principles:

1. Flexibility and Compassion
   • Include policies that allow for extensions, make-up work, or alternative participation methods in cases of illness, caregiving responsibilities, or other life circumstances.
   • Use language that communicates trust and empathy, such as “If you encounter challenges, please reach out—I’m here to support your success.”
2. Transparency and Clarity
   • Clearly explain grading criteria, participation expectations, and assignment deadlines.
   • Use accessible language and avoid jargon or ambiguous phrasing.
   • Provide examples or rubrics to help students understand what success looks like.
3. Accessibility and Universal Design
   • Ensure that course materials and platforms are accessible to students with disabilities.
   • Include a statement encouraging students to request accommodations through DRES.
   • Offer multiple ways for students to engage with content and demonstrate learning.
4. Respect for Identity and Experience
   • Include a diversity and inclusion statement in your syllabus that affirms students’ identities and lived experiences.
   • Invite students to share their preferred names and pronouns, and honor them consistently.
   • Avoid assumptions about students’ backgrounds, abilities, or resources.
5. Community and Belonging
   • Establish norms for respectful dialogue and collaboration.
   • Encourage peer support and group work that values diverse perspectives.
   • Create opportunities for students to connect course content to their own experiences and goals.

Sample Inclusive Syllabus Statements

Here are examples of inclusive policy language faculty can adapt:

• Attendance and Participation: “I understand that life circumstances may affect your ability to attend class. If you need to miss a session, please communicate with me as soon as possible. Participation can take many forms, and I’m happy to work with you to find alternatives.”
• Diversity and Inclusion: “This course values the diverse identities, experiences, and perspectives of all students. I am committed to creating a learning environment that is inclusive, respectful, and supportive. If you encounter barriers to learning, please let me know.”
• Accessibility: “If you have a disability or need accommodations, please contact Disability Resources and Educational Services (DRES) at dres.illinois.edu. I am committed to ensuring that all students can fully participate in this course.”

How Inclusive Policies Support Student Success

Research shows that inclusive policies contribute to:

• Higher retention and graduation rates among underrepresented students
• Improved academic performance and engagement
• Greater trust and rapport between students and instructors
• Reduced stress and anxiety, especially during times of crisis or transition

By proactively designing inclusive policies, faculty help create classrooms where all students can thrive, not just academically, but as whole people.

Inclusive teaching practices aim to ensure that, regardless of background, identity, or ability, learners can engage meaningfully in the learning environment. These practices recognize and value the diverse backgrounds, identities, and learning styles students bring to the classroom. By creating an environment where every student feels seen, respected, and supported, faculty can reduce barriers to participation, increase engagement, and promote learning. Inclusive teaching enhances academic outcomes and helps students build confidence, develop professional skills, and thrive personally in a community that values innovation.

Inclusive teaching practices are embedded in our commitment to equity and excellence in education, and support the General Education Learning Outcomes, particularly in areas such as:

• Understanding the role of diversity in society
• Critical and ethical reasoning
• Effective communication
• Civic engagement and global consciousness

Practical Strategies for Creating Inclusive Content

Below are some strategies faculty have incorporated into their teaching practices to make their course experience more inclusive:

1. Diversify Course Materials
   • Include authors and perspectives from historically marginalized groups.
   • Use case studies and examples that reflect a range of cultural, socioeconomic, and global contexts.
   • Integrate diverse voices throughout the course, not just in isolated modules that highlight historical and current diversity in the field.
2. Adopt Universal Design for Learning (UDL) Principles
   • Provide content in multiple formats (e.g., text, video, audio, infographics).
   • Allow students to demonstrate learning in different ways (e.g., essays, presentations, creative projects).
   • Ensure all materials are accessible (captioned videos, screen-reader compatible documents, alt text for images).
3. Incorporate Language and Framing
   • Use inclusive language in syllabi and lectures, including the use of gender-inclusive language, acknowledgement of varied learning needs, and modeling respectful language.
   • Frame assignments and discussions in ways that value students’ lived experiences.
   • Include a diversity statement in your syllabus that outlines your commitment to inclusion and belonging.
4. Design with Transparency
   • Clearly explain the purpose, tasks, and criteria for all assignments.
   • Use rubrics, examples, or detailed descriptions that are easy to understand and aligned with learning outcomes.
   • Offer low-stakes opportunities for feedback and revision.

Inclusive content supports the following UIUC Gen Ed Learning Outcomes:

Instructor presence is a cornerstone of inclusive teaching. When students feel that their instructor is engaged, responsive, and genuinely invested in their success, they feel seen and are more motivated. Strategically planned communication is one of the most effective ways to demonstrate this presence. It is not just through what is said, but how and when it’s said. Thoughtful, consistent communication can foster connection, reduce anxiety, and create a classroom culture where all students feel valued and supported.

Building Communication Structures That Foster Connection

To create an inclusive learning environment, communication should be intentional, proactive, and human-centered. Below are strategies you can adopt to help students feel connected to the course, the instructor, teaching assistants, and each other:

1. Planned and Predictable Emails

   Set a rhythm for communication by sending regular emails or Canvas (LMS) announcements such as weekly updates, reminders, or previews of upcoming content. These can be prepared before the semester starts to alleviate your semester workload.

   Example: A Monday morning email outlining the week’s goals, deadlines, and encouragement can help students start the week with clarity and motivation.

2. Quantile Messaging

   Reach out to students based on performance data, such as those in the top, middle, and lower performance quantiles, with tailored messages that acknowledge their progress and offer support.

   Example: Congratulate high performers, encourage those in the middle, and offer resources or office hours to those who may be struggling.

3. Mail Merge for Semi-Personalized Emails

   Use tools like mail merge to send individualized emails to all students. This approach is great for high-enrollment courses. Even small touches, like using a student’s name or referencing a recent assignment, can make communication feel more personal.

   Example: “Hi Jordan, I noticed your thoughtful response in last week’s discussion. Keep up the great work!”

4. Timely, Needs-Based Outreach

   Send messages when students might need them most, before exams, after a tough or low-performing assignment, or during high-stress periods in the semester.

   Example: A quick check-in email before finals week with study tips and mental health resources can go a long way in showing care.

5. Celebrate and Support

   Reach out to celebrate achievements or connect students with support services when needed.

   Example: “Congratulations on your improvement in the last quiz! If you’d like to keep the momentum going, I’d be happy to meet during office hours.”

6. Random Acts of Connection

   Occasionally send informal, relevant messages that show you’re thinking about your students as people, not just learners.

   Example: “Saw this article on climate justice and thought of our class discussion, sharing in case it interests you!”

7. Encourage Peer-to-Peer Communication

   Foster a sense of community by encouraging students to connect with each other through discussion boards, group chats, or collaborative assignments.

   Example: Create a “student lounge” discussion thread where students can share resources, ask questions, or just connect socially.