Let's put on our equity lens

Higher Ed: equity lens

Applying the equity lens helps us to determine what high-impact change ideas we need to implement to ensure that all students meet or obtain the universal goal - how can we craft a more equitable syllabus?

Cruelty-Free Syllabus

A common approach to syllabus creation may lean towards being stern and inflexible, primarily focusing on rules and punitive measures for non-compliance. In his talk, "Towards Cruelty-Free Syllabi," Matthew Cheney challenges educators to rethink this approach and foster a more understanding and supportive learning environment.

Cheney encourages educators to mirror the understanding and nurturing tone they would use in a correspondence with a student facing difficulties. He advocates for a shift away from a punitive framework, urging educators to craft syllabi that are characterized by trust and encouragement, rather than suspicion and punishment.

Key questions guiding this transformative approach include:

Does your syllabus invite students warmly, encouraging them to engage, or does it primarily serve as a list of prohibitions and penalties?
Is the underlying assumption that students are inherently untrustworthy?
Are the articulated policies more punitive than they are supportive?
Does the language of the syllabus communicate trust and understanding, or does it reflect a more authoritarian stance?

Through a re-evaluation of the language and tone used in syllabi, educators can create a space that fosters trust, understanding, and collaboration, cultivating a classroom environment where students feel supported and motivated to learn.

If you want your syllabus to help establish a supportive learning environment from the beginning, the notion of a Cruelty-Free Syllabus, popularized by Matthew Cheney from Plymouth State University, may be useful to you. The cruelty-free syllabus is based on the assumptions that (1) students are central to our courses, (2) we want students to succeed, (3) we respect our students as human beings, and (4) we trust our students. Given that we agree with those assumptions, where then might the so-called “cruelty” show up in our syllabi?

Here is Matthew Cheney's slide deck on how to build a cruelty-free syllabus:

Toward Cruelty-Free Syllabi (pptx)

The first place is simply in the tone of the syllabus.

Does it include positive invitations or negative commands? Will students assume that you trust or distrust them as learners? The Cruelty-Free Syllabus presentation has some great examples of how to move from a negative tone to a more positive one. It’s amazing what even subtle shifts in our language can do for the messages we intend to send.

Interestingly, Christopher Richmann from Baylor University and his colleagues wrote a report where they found that “instructors’ syllabus language often does not convey their perceptions of themselves as teachers”. It’s therefore worth re-examining the tone of the syllabus to ensure that it communicates the care and concern you have for your students.
The second place we should look for “cruelty” is in the policies of our course, especially those around attendance and late work.

Your syllabus might already include flexible policies in these areas (especially after COVID) which communicate your trust in students’ actions. Depending on your policies, it may still be worth asking yourself:

(1) Why is it important for students to attend your class?
(2) Why is it important for them to turn in work by the deadlines you set? The key is then to communicate to students WHY these policies are in place and the ways in which you’re willing to work with students who might be struggling.

According to Matthew Cheney: “Attendance and late work policies should acknowledge the barriers students may face, while also emphasizing the positive value of attendance & turning work in on time for both the individual student and the class as a whole. Seek to make policies that create conversation when things go wrong.”

As you prepare your syllabus for the coming semester, how will you share your thinking and motivation with your students? Can you develop course policies that build upon the trust and respect you have for your learners? And can you use your syllabus to start building a positive and supportive relationship with your students that encourages them to share their challenges as they work together with you? By reflecting on your course design and making these changes, you’ll both create a better learning environment for the students and help them know that you care about their success.

(Optional) Toward a cruel-free syllabus

Matthew Cheney describes Cruelty-Free Syllabi on episode 296 of the Teaching in Higher Ed podcast.

Transcript (PDF)

Additional Resources/Works Cited

https://teachinginhighered.com/podcast/toward-cruelty-free-syllabi/
https://edtrust.org/equity-lens-a-blog-for-higher-ed-wonks/
https://www.cuesta.edu/about/documents/vpaa-docs/Syllabus_Review_Protocol_CUE.pdf