A thoughtfully constructed, student-centered syllabus sets the foundation for decolonizing your classroom and intentionally working toward an inclusive learning environment. Key principles of the decolonizing process are at the root of the DEI Curriculum Assessment Tool which provides a lens for instructors to reflect and act upon intentionally co-creating inclusive classrooms with their learners. Below are some key examples of decolonizing principles and applications to your syllabus. For a complete list of decolonizing principles review the resources listed at the bottom of this page.
- Power structures: recognize the inherent power structure in our educational institutions reflected by a hierarchy of race, class and gender. By virtue of your role as an instructor, you already hold power in the classroom. Be aware of your own socialization in this structure. Your students have also been socialized to perform under this structure in a way that is not conducive to their learning (e.g. perform visibly/audibly, conform, and align with predominant thought).
- Application: consider ways to create community spaces in your classroom, offer opportunities to co-create structure and procedures when possible, provide choice on assignments when possible, offer various opportunities for learners to provide feedback to you, and engage learners in collaboration rather than competition.
- Ownership of knowledge: knowledge is not owned by anyone or any one group; it is a shared resource, commonly produced by people of all backgrounds.
- Application: ensure that your learning activities consider learners' prior knowledge, background, and experience; consider opportunities for the shared practice among your learners and encourage and validate different lived experiences.
- Inclusive curriculum: rethink and reframe your course curriculum to elevate diverse voices; consider how to present different frameworks and traditions that can inform mutual learning.
- Application: consider materials, and texts from diverse sources; discuss limitations when this is not available, and provide a framework for reading and critiquing "traditional mainstream" texts. Encourage critical engagement with all materials and facilitate an environment that allows for dissenting voices and discourse in your classroom.
Instructors are encouraged to utilize the DEI Curriculum Assessment Tool during the syllabus preparation phase of their course as a guide to reflect on their most recent course experience, consider their learners' feedback, and consider additional steps toward creating an inclusive teaching and learning environment in their next course.
Syllabus Components:
Instructors should utilize one of two Rollins syllabus templates to prepare their courses:
In addition to the typical course description, instructor and teaching assistant contact information, course structure, and evaluation, the syllabus must also include elements required by our accrediting body, the Council on Education for Public Health (CEPH). These include Competencies and Learning Objectives and Assessment Mapping.
1. Competencies and Learning Objectives
- Foundational Public Health Knowledge Learning Objectives & Foundational Competencies
- These are determined by CEPH and have been assigned to your course by the RSPH Education Committee. You may not re-word the foundational public health knowledge learning objectives or the foundational competencies and you may not remove any of the ones assigned to your course without approval by the RSPH Education Committee. You may add additional ones if you wish.
- Concentration Competencies (vary by concentration)
- These are determined by the department and have been assigned to concentration core or selective courses by the department curriculum committee. You may not remove any of the assigned concentration competencies from your course without department approval. You may add concentration competencies if you wish.
- Course Learning Objectives (vary by course)
- As the instructor, you develop your own course learning objectives as well as learning objectives for each class session. These can vary from semester to semester as you continue to revise and upgrade your course.
2. Assessment Mapping
CEPH requires that syllabi map each Foundational and Concentration Competency to at least one representative assessment. These assessments must be described in some detail in the syllabus to clarify how each assessment provides evidence that each individual learner has met the associated competency. The Appendix in syllabus templates provides an example of what a mapping table could look like. An abbreviated version is below:
| MPH/MSPH Foundational or Concentration Competency | Representative Assessment |
| Select quantitative and qualitative data collection methods appropriate for a given public health context |
Research proposal paper (individual assignment) |
| Evaluate policies for their impact on public health and health equity | Article discussion (group assignment) |
3. Course Norms
This section typically outlines course requirements and expectations as well as support systems you have in place to ensure learners' success in your course. Some course policies can be non-negotiable (i.e. the Honor Code) while others may be more flexible. It is in this section that you may consider engaging your learners in a discussion at the start of the semester or through ongoing feedback throughout the semester to assess how the flexible course requirements and expectations are working, what adjustments may need to be made and in what other ways learners may be able to have input in co-creating their learning experience while maintaining course standards and collectively working toward the achievement of competencies and learning objectives.
4. Additional statements to reinforce inclusive classrooms
- Honor Code
- Clarifying expectations regarding academic integrity ensures training instilled with accountability for all learners.
- Accessibility and Accommodations
- An inclusive learning environment is dependent upon providing all learners with the support they need to receive reasonable accommodations to reduce barriers to learning.
- Academic Resource Center
- Equipping all learners with knowledge on how to access university resources designed to support their academic development is an equity-based practice that ensures broader access to a successful learning environment.
- RSPH Diversity, Equity, and Inclusion (other diversity statement samples can be found here)
- Building an academic community where all members are able to thrive enhances our scholarly mission to eliminate health disparities and improve health outcomes in disadvantaged and vulnerable populations.
- Emory University Land Acknowledgment
- It is important to understand the historic and continuous relationships between Indigenous people and the land on which Emory is located, where we all learn, teach, and reside. A Land Acknowledgment Statement seeks to acknowledge meaningful relations in connection with Indigenous Peoples who call the land home. It also aims to show respect and gratitude to Indigenous Peoples.
- CFDE Guidelines for Respecting Student Identity, Pronouns, and Names in the Classroom
- CFDE has developed several tools (e.g. Namecoach, OPUS pronounce tools, instructor modeling) to assist faculty in creating class environmental that demonstrate respect for learners' identities.
- CFDE Syllabus Sample Language
- Faculty and instructors across the Emory University campus have shared samples of the language they've included on their syllabi on various topics as a way to prompt further consideration on what might be important to address for our learners. Feel free to consider these suggestions and modify and tailor them as needed for your own courses.
5. Course Schedule
In this section, you outlined your weekly course schedule, readings, assignments, due dates etc. Again, consider checking which learners to ensure that you make adjustments as needed. Revisions to the original syllabus should always be communicated to learners as quickly as possible. Utilize the Canvas announcement function for timely messaging.
6. Resources for Learners: Writing Skills and Practicing Good Scholarship
The Rollins Office of Student Affairs has developed the materials below as a resource for learners to strengthen their writing skills and delve deeper into understanding and practicing good scholarship. Feel free to make these resources available to your learners on Canvas.
Resources:
Decolonizing your syllabus: You might have missed some steps
Decolonize the syllabus: Remember the syllabus is a value statement