# data[].attributes.headline
Can students contact you through multiple methods and with flexibility in communication times?

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Can students contact you through multiple methods and with flexibility in communication times?

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•	What books, articles, and readings have been selected in your course? Are your course resources inclusive to race, socio-economic standing, gender, sexuality, disability, immigration status, English language learner, and first-generation students? 

# data[].attributes.subject
•	What books, articles, and readings have been selected in your course? Are your course resources inclusive to race, socio-economic standing, gender, sexuality, disability, immigration status, English language learner, and first-generation students? 

# data[].attributes.headline
Do students have input in shaping content and co-creating community rules outlined in the course syllabus

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Do students have input in shaping content and co-creating community rules outlined in the course syllabus

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do students know the acronyms/terms we take for granted, after 20 years in the academy? "What the CRN of this course?" "What's your SUID?" "Go see the Dean" (but without a room number). DO they even know who a dean is?

# data[].attributes.subject
do students know the acronyms/terms we take for granted, after 20 years in the academy? "What the CRN of this course?" "What's your SUID?" "Go see the Dean" (but without a room number). DO they even know who a dean is?

# data[].attributes.body
These are the kinds of changes I am already making to my syllabus

# data[].attributes.body
have both clear language and specific activities to highlight/breakdown how power works, and SYSTEM of racism we are all navigating/fighting.

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Are mistakes expected, respected, and used to elevate students’ understanding of the subject? Do you offer opportunities for retaking missed or late work? What opportunities do students have to catch up if they are behind due to technological barriers or other personal deterrents?

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Are mistakes expected, respected, and used to elevate students’ understanding of the subject? Do you offer opportunities for retaking missed or late work? What opportunities do students have to catch up if they are behind due to technological barriers or other personal deterrents?

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Is language around policies and expectations of students supportive and not punitive or deficit thinking (Valencia, 2010)?

# data[].attributes.subject
Is language around policies and expectations of students supportive and not punitive or deficit thinking (Valencia, 2010)?

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How is the required language of the university (Title IX and OAR) included but also explained to make that less "top down"?

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How is the required language of the university (Title IX and OAR) included but also explained to make that less "top down"?

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Do your course syllabus and D2L site include positive messages and affirmations to further validate and provide a greater sense of belonging for BIPOC students in the course? Do the images and videos in the course showcase diversity and representation of the students?

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Do your course syllabus and D2L site include positive messages and affirmations to further validate and provide a greater sense of belonging for BIPOC students in the course? Do the images and videos in the course showcase diversity and representation of the students?

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Does the language of the syllabus position you (the instructor) as the "head of the class" or does it work to position students as co-collaborators of knowledge? 

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Does the language of the syllabus position you (the instructor) as the "head of the class" or does it work to position students as co-collaborators of knowledge? 

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discussion of "authority" and how lived experiences and perspectives work with scholarship

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Are diverse perspectives included for the sake of diversity or because they're actually good scholarship/writing/etc.? 

# data[].attributes.subject
Are diverse perspectives included for the sake of diversity or because they're actually good scholarship/writing/etc.? 