Syllabus - Community Guidelines for Diversity, Equity and Inclusion
To model commitment to diversity, equity and and inclusion, the syllabus includes community guidelines that will help students work on cultural humility and prepare to work more effectively with diverse clients, groups and organizations. A course netiquette example is provided along with a detailed list or assignments, campus policies, etc.
QLT Objectives Met
QLT Section 1: Course Overview and Introduction
- Objective: 1.4 Online course etiquette expectations across relevant communication and dialog modalities (e.g., email, chat, online discussion forums, messaging threads) are presented and clear to the student, addressing diversity, equity, and inclusion.
QLT Section 2: Assessment of Student Learning
- Objective: 2.2 Grading policy is provided in a manner that clearly defines expectations for the course and respective assignments.
QLT Section 8: Accessibility and Universal Design
- Objective: 8.1 Course design and activities enact the core principles of Universal Design for Learning by incorporating multiple means of representation, action and expression, and engagement. Accessibility is therefore embedded in the course design rather than a reactive accommodation for those with registered disabilities.
- Objective: 8.3 Course design, documents, and learning materials created by the instructor or from external sources are in formats that are accessible to students using assistive technologies. A “met” score does not imply that all materials are fully accessible to all students, but that 85% or more of the materials meet general standards for accessibility.
- Material Type: Syllabus
- Author: Sarah Jayyousi, Instructor
- Institution: California State University, San Marcos
- Date Created: 2021-07-21
- Course Format: Hybrid / Blended
- LMS: Cougar Courses
QM Standard Equivalents
- QM General Standard 1: Course Overview and Introduction
- Standard: 1.3 Communication expectations for online discussions, email, and other forms of interaction are clearly stated.
- QM General Standard 3: Assessment and Measurement
- Standard: 3.2 The course grading policy is stated clearly at the beginning of the course.
- Standard: 3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work, and their connection to the course grading policy is clearly explained.
- Standard: 3.4 The assessments used are sequenced, varied, and suited to the level of the course.
- QM General Standard 7: Learner Support
- Standard: 7.2 Course instructions articulate or link to the institution’s accessibility policies and services.
- QM General Standard 8: Accessibility and Usability
- Standard: 8.1 Course navigation facilitates ease of use.
- Standard: 8.3 The course provides accessible text and images in files, documents, LMS pages, and web pages to meet the needs of diverse learners.