Taylor, Sherria D.Veri, Maria J.Eliason, MicheleHermoso, Jocelyn Clare R.Bolter, Nicole D.Van Olphen, Julia E.2020-05-182020-05-182019-12-11http://hdl.handle.net/10919/98422Despite increased attention on social justice in higher education, underrepresented students often experience the classroom as unwelcoming and even hostile. Although theoretical and pedagogical research exists, what appears to be lacking are examples of concrete social justice pedagogy strategies that can be implemented in the classroom setting. This article describes the Social Justice Syllabus Design Tool (SJSDT) created to facilitate a greater emphasis on social justice in courses. Using an integrative framework and highlighting the focus areas of relationship, community, and process, the SJSDT offers a systematic approach to course redesign by which instructors can assess their classroom environment and course content.application/pdfenCreative Commons Attribution-NonCommercial-ShareAlike 4.0 Internationalsocial justicepedagogyunderrepresented studentssyllabusEducation, HigherArticlehttps://journals.shareok.org/jcscore/article/view/87/58