How syllabi relate to outcomes in higher education: An evaluation of syllabi learner-centeredness and grade inequities in STEM

Fostering equity in undergraduate science, technology, engineering, and
mathematics (STEM) programs can be accomplished by incorporating
learner-centered pedagogies, resulting in the closing of opportunity gaps
(defined in this research as the difference in grades earned by
minoritized and non-minoritized students). We assessed STEM courses that
exhibit small and large opportunity gaps at a minority-serving,
research-intensive university, and evaluated the degree to which their
syllabi are learner-centered, according to a previously validated rubric.
We specifically chose syllabi as they are often the first interaction a
student has with a course and can serve to establish expectations for
course policies and practices. We found that STEM courses with more
learner-centered syllabi had smaller opportunity gaps. The syllabus rubric
factor that most correlated with smaller opportunity gaps was Power and
Control, which reflects the Student's Role, Outside Resources, and
Syllabus Focus. This work highlights the importance of course syllabi as a
tool for instructors to create more inclusive classroom environments, and
the need for instructors to be supported by their institutions to create
learner-centered courses.