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 firstname.lastname@example.org or join the conversation with #accessiblesyllabus.
Anne-Marie Womack, Creator: I’m the Assistant Director of Writing at Tulane University where I teach courses in writing and rhetoric, paying particular attention to issues of student access. My research focuses on rhetoric and composition as well as disability studies, women’s and gender studies, and American literature. 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
MERLOT Classics Award for Exemplary Learning Material-Teacher Education, presented at the Online Learning Consortium Conference, April 2017
“Make a More Inclusive Syllabus with Tulane’s Accessible Syllabus Project” The Chronicle of Higher Education, June 24, 2016
“From the Archives: Preparing for the New Semester” The Chronicle of Higher Education, August 16, 2016
“Tulane’s Accessible Syllabus Site” Peer Reviewed by MERLOT, California State Digital Resources Database
Featured on teaching center websites and university pedagogy blogs, including Wake Forest, UC Berkeley, Boise State University, Ohio State, Penn State, University of Vermont, University of Colorado, San Francisco State, St. Cloud State, DePaul, Stetson, Rochester Institute of Technology, Polk State College, Metropolitan State University of Denver, Innovative Course Learning Group, and SETDA EdTech Update. (Updated 4-2017)