Inclusive Syllabus Design Series

About the Workshop Series

This spring quarter, DTEI is launching a new four-part faculty workshop series on designing an inclusive syllabus. Grounded in research, these workshops focus on syllabus elements and corresponding teaching practices that are shown to create a more inclusive, student-centered environment. Faculty will learn about our research and newly created syllabus rubric, inclusive syllabus elements and policies, and inclusive teaching practices. Each session will include time for syllabus revision and feedback from colleagues.

Dates & Registration

2023 Dates Will Be Announced in January

The scheduled session topics are:

4/14/22 – Syllabus Research and Inclusive Rubric Tool
4/21/22 – Creating Community
4/28/22 – Empowering Students
5/5/22 – Inclusive Assessments

Each session will be 1:00 – 2:00 pm in AIRB 1030. Refreshments will be provided.

Seating is limited to 25 participants.

For questions, contact Daniel Mann, Director of Graduate Student and Postdoctoral Scholar Instructional Development, at

Additional Information

  • Designed for anyone teaching at UCI, across all disciplines
  • Open to all experience levels—no expertise in diversity necessary
  • 6-8-hour total time commitment anticipated

Workshop Content

4/4Syllabus Research and Inclusive Rubric ToolReviewing research and introducing the syllabus rubric
4/21Creating Community- Creating a sense of relevance to the learning environment
- Creating a sense of commitment to learning
- Creating a sense of community
4/28Empowering StudentsTo create an environment where empowerment is encouraged through:
- The manner in which policies and procedures are presented
- The amount of choice provided to students
- The role of the instructor
- The responsibilities expected of the student
5/5Inclusive Assessments- Grades - Transparent and tied to learning
- Feedback - how often and through what mechanisms
- Evaluation - summative and formative mechanisms
- Learning Outcomes - Tied directly to assessments
- Opportunities for Revision/Redoing

Learning Outcomes

By the end of this program, participants will be able to:

  • Identify teaching strategies that support student-centered learning
  • Recognize connections between students’ sense of belonging and learning outcomes
  • Design a student-centered syllabus grounded in inclusive strategies
  • Use a rubric for student-centered learning to evaluate syllabi


Rubric for Inclusive Syllabus Design