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首页> 外文期刊>Advances in physiology education >It’s in the syllabus … or is it? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution
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It’s in the syllabus … or is it? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution

机译：它在教学大纲中......还是它？ 生物学系统如何成为在大招生研究机构创建包容性教室的通信工具

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Syllabi are usually required by institutions of higher education and often are the first exposure that students have to a particular course. Instructors can use syllabi as a mechanism to convey important information to students. Moreover, a syllabus can be considered a tool to create inclusive biology courses by transmitting information to all students equitably. In this study, we examined 75 biology course syllabi collected from a research-intensive institution to examine what content instructors include. We reviewed the syllabi to determine the presence or absence of elements and assessed to what extent there were differences in the presence or absence of certain syllabus elements based on course level and course size. We found that instructors are most likely to include content about course expectations and least likely to include content about creating positive classroom climate on their course syllabi. Despite university requirements, many instructors did not include the university-mandated criteria and they did not include elements that could increase how inclusive students perceive the course to be. However, instructors more often included inclusive content when it was required by the university. We also found that students enrolled in upper level courses and small enrollment courses are provided with less content on their syllabi, which we would then interpret as a less inclusive syllabus. We discuss the implications of how these results may differentially impact students in these courses and how the syllabus can be a tool for creating more inclusive college biology courses.
机译：高等教育机构通常需要教学大纲，并且通常是学生对特定课程的第一次曝光。教师可以使用Syllabi作为一种机制来向学生传达重要信息。此外，通过将信息传送到所有学生公平地，可以将一个系统视为一个创建包含生物学课程的工具。在这项研究中，我们研究了从研究密集型机构收集的75个生物课程教学大纲，以检查内容教师是否包括的内容。我们审查了教学大纲，以确定要素的存在与否，并评估基于课程水平和课程规模的某些教学大纲元素的存在或缺失的程度在多大程度上存在差异。我们发现教师最有可能包括关于课程期望的内容，最不可能在其课程大纲上创建积极课堂气候的内容。尽管大学要求，许多教练不包括大学授权的标准，他们没有包括可以增加含有含有学生如何感知到课程的要素。然而，当大学要求时，教师更常常包括包容性内容。我们还发现，在上层课程和小册子中注册的学生在其教学大纲上提供了更少的内容，然后我们将解释为不太包含的教学大纲。我们讨论这些结果如何差异影响这些课程的含义以及教学大纲如何成为创建更多包容性大学生物学课程的工具。

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