ACCESSIBLE SYLLABUS

Accessible classroom resources promote student engagement and agency

About Us

This website is dedicated to helping instructors build a syllabus that plans for diverse student abilities and promotes an atmosphere in which students feel comfortable discussing their unique abilities. Countless instructors complain that students don’t read the syllabus. We believe students would use the document more effectively if it were designed more accessibly.

Accessibility is necessary for all learning, and disability studies provides a key lens through which to question our classroom practices and resources. To create more inclusive teaching, instructors must plan for diversity in the classroom and adapt to the immediate needs of students. 

Accessible design is an ongoing process. We welcome collaboration and critique.

Please contact us at accessiblesyllabus@gmail.com or join the conversation with #accessiblesyllabus.

 

Our Team

Anne-Marie Womack, Creator: I’m the Director of Writing at Tulane University. My research focuses on rhetoric and composition, specifically disability studies, pedagogy, and women’s and gender studies. Follow me on twitter @amwomackdr or email me (Awomack1@tulane.edu) if your university is interested in a professional development workshop. 

Annelise Blanchard, Project Manager: I’m a psychology student at Tulane University. In addition to editing Accessible Syllabus, I work as a research assistant in a social perception lab at Tulane. I’m also fluent in French.

Cassie Wang, Web Developer: I’m a student at Tulane University in the School of Science and Engineering. My majors are computer science and math. I am fluent in English and Mandarin and proficient in Cantonese and Japanese.

Mary Catherine Jessee, Proofreader Copy Editor: I graduated with my Neuroscience degree from Tulane University Class in 2016. When I’m not working in the lab, I enjoy listening to and creating music.

 

Awards

Best Webtext of 2017, Kairos: A Journal of Rhetoric, Technology, and Pedagogy, June 2017 

MERLOT Classics Award for Exemplary Learning Material-Teacher Education, presented at the Online Learning Consortium Conference, April 2017

 

Publicity

Now is the Time to Think about Accessibility” Chronicle Vitae, 8 August 2017. 

Make a More Inclusive Syllabus with Tulane’s Accessible Syllabus Project” The Chronicle of Higher Education, Prof Hacker, 24 June 2016 

From the Archives: Preparing for the New Semester” The Chronicle of Higher Education, 16 August 2016

Tulane’s Accessible Syllabus Site” Peer Reviewed by MERLOT, California State Digital Resources Database

Featured on pedagogy sites, including Academic Ableism, Bryn Mawr, Boise State University, Central Michigan University, DO-IT, DePaul, Duke, Humboldt State, Innovative Course Learning GroupJohns Hopkins, Metropolitan State University of DenverMount Holyoke, Ohio State, Penn State, Polk State College, Portland Community CollegeRochester Institute of Technology, Saint Cloud State, San Francisco State, SETDA EdTech Update.  Stetson,  University of Buffalo, University of California BerkeleyUniversity of Houston, University of Colorado, University of Missouri, University of Texas, University of Vermont, and Wake Forest. (Updated 5-2018)

 

Faculty Development Workshops

Curry College, Writing Program, May 23, 2018

Louisiana State University, Secondary Education Program, Feb. 13, 2019

 

Contact Anne-Marie Womack at Awomack1@tulane.edu to schedule a workshop

 

Supported By

Tulane Center for Engaged Learning and Teaching (CELT)

Newcomb College Institute, Collat Media Internship Program