Resources for Supporting the Diversity and Identity Experience

The OSP currently has a corpus of seven million English-language syllabi from over 80 countries.

Consortium on Gender, Security & Human Rights/ For teachers who want to design new courses or to update existing ones.

Project Syllabus, an online portal of peer-reviewed syllabi from the Society for the Teaching of Psychology.

From Bryn Mawr College: associated readings and example syllabi, together with direct student perspectives; resources (article, videos, websites) including:

•  Revolutionizing my Syllabus: The Process by Professor Chanelle Wilson

Includes 88,673 readings from 65 Ph.D.-level reading lists and 840 syllabi from Ph.D.-level political science courses taught in the United States. A searchable dataset of the citations, with author gender.

Women are cited less often than men, and are also underrepresented in syllabi. Yet even well-meaning scholars may find that they have difficulty assessing how gender-balanced their bibliographies and syllabi really are. This tool aims to help with that, by automating the process of evaluating the (probabilistic) gender of each name and then providing an estimate of what percentage of the authors on a syllabus are women.

Developed by the Center for Urban Education, this guide helps you examine all aspects of your syllabus through a racial/ethnic equity lens.

Sherowski, E. (2018). Change your syllabus, change your life. Institute for Law Teaching and Learning Blog.

Phull, K., Ciflikli, G., & Meibauer, G. (2019). Gender and bias in the International Relations curriculum: Insights from reading lists. European Journal of International Relations, 25(2), 383-407.

Anderson, L., & Erlenbusch, V. (2017). Modeling inclusive pedagogy: Five approaches. Journal of Social Philosophy, 48(1), 6-19.

Primiano, S. J., Krishnan, A., & Sangaramoorthy, T. (2020). Plagues, Pathogens, and Pedagogical Decolonization: Reflecting on the Design of a Decolonized Pandemic Syllabus. Teaching and Learning Anthropology, 3(2).

Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion. Teaching of Psychology, 48(1), 69-79.

Zidani, S. (2020). Whose pedagogy is it anyway? Decolonizing the syllabus through a critical embrace of difference. Media, Culture & Society, 0163443720980922.