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 email@example.com or join the conversation with #accessiblesyllabus.
Anne-Marie Womack, Creator: I’m a Professor of Practice and former Director of Writing at Tulane University. My research focuses on rhetoric and composition, specifically disability studies and pedagogy. Feel free to email me (Awomack1@tulane.edu) if your university is interested in a professional development workshop. You can also follow me on twitter @amwomackdr.
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.
Best Webtext of 2017, Kairos: A Journal of Rhetoric, Technology, and Pedagogy, June 2017
“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 over 40 pedagogy sites, including Academic Ableism, Anti-Ableist Composition, Bryn Mawr, Boise State University, Boston University, Central Michigan University, The College of Wooster, Columbia, DO-IT, DePaul, Duke, Humboldt State, Innovative Course Learning Group, Iowa State University, Johns Hopkins, Luther College, Metropolitan State University of Denver, Mount Holyoke, The Ohio State University, Penn State, Polk State College, Portland Community College, Rochester Institute of Technology, Saint Cloud State, San Francisco State, SETDA EdTech Update, Stanford, Stetson, Teaching in Higher Ed, Think UDL, University of Buffalo, University of British Columbia, University of California Berkeley, University of California Santa Cruz, University of Colorado, University of Houston, University of Minnesota, University of Missouri, University of Northern Colorado, University of Texas, University of Vermont, Wake Forest, Washington State University. (Updated 5-2020)
Faculty Development Workshops (Past & Upcoming)
National Humanities Center, Graduate Student Summer Residency, July 6-17, 2020
Northeastern University, English Department, April 21, 2020, postponed due to Covid 19
Louisiana State University, English Department, March 5, 2020
University of Alabama, Inclusive Pedagogy Speaker Series, January 31, 2020
Edmonds Community College, Professional Development on Equity and Inclusion Series, January 17, 2020
Louisiana State University, Secondary Education Program, February 13, 2019
Curry College, Writing Program, May 23, 2018