RUME 26
2024
Omaha, Nebraska
Results of Analysis Using the Social Justice Syllabus Design Tool
Page: 1419
Supporting faculty to transform their views of self, students, and authority can begin with the course syllabus. This report gives results of analysis of 39 mathematics syllabi based on Taylor and colleagues’ (2019) Social Justice Syllabus Design Tool. The tool provides reflective questions in three categories: course community, relationships, and processes. The poster will include visual data summaries and comparisons of the degree to which the key constructs occurred in syllabi for 100-level, 200-level, and 300-level-or-higher courses. Additionally, the poster will offer examples of the language used in syllabi that communicated messages that addressed teaching and learning mathematics with, about, and for justice.