所以我得到[并感受到了激励]（重新）写作并重新想象我的教学大纲。我认为这是一个机会，收集关于统治大纲的包容性做法的建议。In practice, it was hard to separate the syllabus from the work of the first few days, so there is some boundary flexibility, but it’s my personal belief that it’s best to do most of these things live and collaboratively (such as in class on the first day) but also to make sure that these values are made explicit informal elements of our courses (such as the syllabi). This post is my attempt to list the ideas of which I’m aware.
I posted much of this list on Twitter and Facebook a few days ago, so some of it has been modified or expanded based on the ideas contributed by others in comments there. Thanks #MTBoS (math twitter blog-o-sphere, I think).
（1）Making explicit statements about supporting an inclusive classroom.I think it’s better to build norms with students [reiterated by Chrissi von Renesse], but there are things we can pledge and that they can expect from us. The “Big 8” socially constructed identities are race, ethnicity, sexual orientation, gender identity, ability, religion/spirituality, nationality and socioeconomic status, but other dimensions of difference might also be salient in your context, including intended major/concentration and prior experience with the course concepts. Hanna Bennett reminded me that explicitly naming mental health, including depression and anxiety, as legitimate dimensions of difference can help overcome the stigma a little and allow students to engage more proactively. Courtney Gibbons suggested referencing the AMS Welcoming Environment Statement. While I’ve never used this document, I like that it broadens the discussion to the whole discipline, which could be a powerful symbolic difference for some students.
（2）Normalizing the inclusion of our identities to show that this space does not demand that we lock away ourselves.对我来说，这可能是最好的，通过开放我的Queer，而且是为了让我对小猫的热爱和对课堂唱歌的热爱。我当然承认这一举措不会让我不受欢迎，因为它可能是妇女的情感劳动力或界限挑战，例如颜色教师的妇女。也许我们其他人这样做是一种抵制其中一些结构不平衡的方法。在翻盖方上，我知道声称中立的空间（例如“性取向是无关紧要的”）可以对我感到非常敌意，作为一个奇怪的人，如此沉默，这对任何人来说都是中立的。
（3）肯定所有学生都可以在课程中擅长。Making this real by helping students understand their pathways to excelling. Undermining the potential interpretation of courses as filters for past experiences or weed-out contexts. Perhaps normalizing your own past struggles along the path to success.
（5）帮助学生了解课程问题，重视这些问题，并在课程中看到自己代表。I got this idea initially from Ken Bain’s “What the Best College Teachers Do”, but it took me several iterations to have these guiding questions structure my whole syllabus. However, my personal definition of “inquiry” is that the classroom discourse is guided by questions being asked by (or least made sense of from the perspective of) the learners, and these ideas align well. While this item may not read as overtly about inclusion, I think it addresses some of the differences in cultural capital between students, and it undermines otherwise potentially authoritarian and dehumanizing aspects of the educational system.
（6）更换硬盘出勤和提交政策。特别是如果没有理由，他们从学习者的角度来看。我想我们经常认为这是必要的艰难的爱情，我只是不认为机制是这样的。这与对基于标准，掌握或结果的分级越来越多的运动有关。对我来说，如果目标是学生在他们需要的地方，我不应该在他们身上占据我想象的一条路径在我遇见他们之前。另一方面，如果有关于支持学习的截止日期，我认为这可能有一个地方。例如，学生经常为我的班级会议进行课程，这是在这些课堂会议之前到期的。Not doing it before class means they can’t engage the ways they need to and it impacts their peers, so I have a deadline, but I also evaluate this as a whole in a way that lets them stumble sporadically without it “loosing points”. Mike Gagliardo suggested that we explicitly give students permission to advocate for themselves if policies are not working for them; feeling that this is an option or feeling safe in taking this option is related to cultural capital, and stating this explicitly might reduce the differences in that capital.
（8）一种cknowledging your institutional context.不要过度概括学生，但诚实地是你所在的地方以及为什么。如果您的学生大多是通勤和工作，围绕此处的命名和计划可能是强大的实践和手势。也许土地确认是合适的。这两个想法可能更有效地生活而不是在文件中，但也许不是为你的。
（9）Making the document accessible.I don’t think I understand all of what this means, but certainly take into account the reader! Will it be legible in the tools used by people with visual impairments? Have you made the guiding principles accessible to students (perhaps with diagrams)? I’ve recently learned that Adobe Acrobat has an option where you can save pdfs so that screen readers are a lot more effective. Search for the term OCR (optical character recognition). Anne Ho pointed out the some learning management systems have the ability to check uploads for accessibility, which I was excited to learn!
（10）定位学生拥有和创造。为他们的文化和历史成为课程的一部分的途径，它用作其他人的窗户和其他人的窗户。扩大生活数学的定义，用身体/情绪完成。这是RochelleGutiérrez的rehumanized数学框架的一个非常简短的摘要，推动我们超越了一些较少的“公平”的解释。您可以在此处找到与PCMI的参与者讨论此框架的Gutiérrez：Part 1andPart 2。Gutiérrez has pointed out that Rehumanizing Mathematics is related to the potential goal of decolonizing mathematics, but she reserves that term for efforts that more故意将土着声音中心中心。It’s important to think about the ways in which our syllabi and course designs perpetuate the invisibility of a hegemonic view of the discipline that has contributed to colonialism and its ongoing impacts, work we can all do as we build syllabi, but Belin Tsinnajinnie pointed out that we need to be carefulnot to strip the term decolonizing of its meaning by using it as a broad metaphor。
一种s I learned at the new faculty orientation, Smith College “educates women of promise for lives of distinction and purpose”; “distinction” and “purpose”are both compelling and generative terms for me. In contrast, the term “promise” cues for me both beliefs in the innateness of potential and the accumulated impact of privilege because of how we might assess that potential, but this orientation included critiques of both the (gendered and racialized) myths of genius and meritocracy. In the end, I’m reminded that students know themselves, and we should give them space to be partners in their education to reach the promise in all of them, and this list is about listening to students and meeting them where they are.