Redesign for Equity & Accessibility Lab (REAL)

Is your syllabus clear, well-organized and does it include essential information?

Y/N/Partial

Does your syllabus address students’ diverse needs, abilities, and identities, to support their success in the class?

Y/N/Partial

Have you communicated the relevance of the course to diverse goals and pathways? 

Y/N/Partial

• Organize the syllabus into clearly labeled sections (e.g., Course Overview, Learning Outcomes, Required Materials, Grading Breakdown, Major Assignments & Deadlines, Course Policies (e.g., late work, attendance), Communication & Office Hours, Support Resources 
• Include a Table of Contents with hyperlinks for digital access 
• Provide a weekly or unit-based schedule with topics, readings, and due dates 
• Use student-friendly language, avoiding jargon and explaining academic terms (e.g., define "formative assessment,” or "office hours") 
• Include a "Quick Reference” section with key information (e.g., top 3 success tips, major deadlines, where to get help) 

• Use inclusive language in your welcome message. (e.g.,  “This course values the diverse perspectives and experiences you bring. We aim to create a respectful, inclusive space where all students feel supported and heard.”  
• Include our campus equity statement 
• Share campus and community support resources, such as disability services, mental health and wellness centers, academic counseling, and identity-based learning communities. 
• Invite student feedback on inclusion and accessibility. (e.g., “Your feedback is welcome—please let me know how I can make this course more inclusive and responsive to your needs.”) 

• Include a “How to Succeed in This Course” section. (Including, for example “Attend regularly and participate, start assignments early, review feedback, and use office hours—even if you don’t have a specific question.”) 
• Embed success tips throughout the syllabus, especially near policies and assignment descriptions. (e.g., “Strong projects apply course concepts and follow the rubric—review the checklist before submitting.”) 
• Clarify course norms and expectations. (e.g., “Engaged participation means coming prepared, listening actively, and contributing respectfully—not just speaking often.”)   
• Provide guidance on time management. (e.g., “Expect to spend 4–6 hours per week outside of class. Planning ahead will help you stay on track and reduce last-minute stress.”) 
• Use empowering language that reassures students. (e.g., “This course is designed to support your success—even if the material is new or challenging.”) 

Do your policies demonstrate high expectations with empathy and respect?

Y/N/Partial

Are your policies transparent, with their purpose clearly explained?

Y/N/Partial

Do your policies include flexibility for extenuating circumstances? 

Y/N/Partial

• Avoid punitive or overly formal language. Use a supportive tone that assumes good intentions. (e.g., Instead of: “Late work will not be accepted under any circumstances.” try: “To support fairness and timely feedback, I’m not able to accept late work after one week unless we’ve made an alternate plan.”)  
• Frame policies as mutual commitments. (e.g.,  “I commit to providing clear instructions, timely feedback, and support. I ask that you stay engaged and let me know if challenges come up.” 
• Include a values-based statement of empathy.  (e.g., “I believe in holding high standards while recognizing that life is unpredictable. If you face illness, family obligations, or other barriers, you don’t need to explain everything—just reach out, and we’ll find a path forward.”) 

• Share the rationale behind policies to build understanding and trust. (e.g., “Deadlines help us stay on track and ensure I can provide timely feedback to everyone.”) 
• Connect policies to course goals and values. (e.g., “Participation matters because we’ll be doing a lot of collaborative work—your contributions support both your learning and your classmates’.”) 
• Create space for student input or discussion of policies.  (e.g., “We’ll review key policies together at the start of the course. If you have questions or suggestions, I welcome your input.”) 

• Offer “no-questions-asked” extensions. (e.g., “You may use up to two 48-hour extensions this semester—just email me before the deadline.”) 
• Include a clear flexibility statement. (e.g., “If life gets in the way—due to illness, personal emergencies, or unexpected disruptions—please reach out. I’ll do my best to work with you.”) 
• Build in a late work grace period or penalty buffer. (e.g., “Assignments can be submitted up to three days late with a 10% deduction. If you need more time, contact me to discuss options.”) 
• Provide backup or alternative assignments when participation is missed. (e.g.,  “If you miss an in-class activity, you can complete a brief makeup reflection by the following week.”)

Is your syllabus accessible to screen readers, and does it include an accommodation statement? 

Y/N/Partial

Do you actively encourage students to reach out for accommodation?

Y/N/Partial

Do you offer key syllabus information in multiple formats, following UDL principles? 

Y/N/Partial 

• Look up and include the required accommodation statement from the Disability Resource Center. 
• Use proper heading styles (e.g., Heading 1, Heading 2) for screen reader navigation.  
• Write descriptive link text (e.g., “Visit the Writing Center website” instead of “Click here”). 
• Add concise alternative text to all images. 
• Use built-in accessibility checkers in Word, Google Docs, or Canvas. 
• Choose high-contrast colors and easy-to-read fonts. 
• Format lists with built-in bullet or number tools (not just dashes or tabs). 

• Present accommodations as a normal, supportive practice—not a formality. (e.g., “If there’s anything I can do to support your learning, please don’t hesitate to reach out.”) 
• On the first day of class, verbally reinforce that accommodations are welcome and expected. 
• Reference accommodations in multiple places throughout the course (e.g., syllabus, Canvas, assignment pages). 

• Record a short introductory video highlighting key course information or introducing yourself. 
• Provide an audio version of the syllabus for students who prefer to listen. 
• Use visuals or infographics to explain important concepts or policies. 
• Design with mobile users in mind—use short sections, bullet points, and clear headings. 
• Offer a one-page “Syllabus Highlights” handout that summarizes key details.