This is the next installment in a sequence of posts designed to take a close look at the way we design our course syllabi. (Revisit the first post, Fonts, here.) Small, incremental improvements to the design elements of a syllabus provide an easy entry point into making Geneseo courses more inclusive, and more accessible.
This time, an exploration of the wild world of color.
This is the first in a sequence of posts designed to take a close look at the way we design our course syllabi. These documents are arguably the most important pieces of content we share with students in our classes, and understandably we spend a lot of time and energy crafting what we say in them.
But as we know, it’s not just what we say, it’s how we say it. This blog series, then, will focus on exactly that: the how.
Making intentional design choices in how we structure our syllabus documents allows us to be as inclusive as possible in our course design, right from the beginning. Weaving together principles of Universal Design for Learning (UDL), legal accessibility compliance, and attention to diversity, equity, and inclusion efforts can seem daunting, but this series will highlight a few quick tips that are easy to implement. Getting in the habit of applying these to your syllabus, and eventually other course documents, will greatly improve the Geneseo experience for all our students.