American Music Therapy Association

Engage in four action-oriented phases aimed at designing inclusive and justice-oriented syllabi for music therapy coursework: 1) an interrogation of our personal histories with syllabi; 2) a deconstruction of oppressive discourse and policies found in syllabi; 3) an in-depth review of the Social Justice Syllabus Design Tool and other guidance documents aimed at inclusivity, equity, and accessibility; 4) time dedicated to revising syllabi with group feedback. Please note: this course is presented live only and will not be recorded.

Presenter(s): Katherine Myers-Coffman, PhD, MT-BC

5 CMTE-credit course

Learning Objectives

To examine one’s own assumptions, values, and biases as they relate to pedagogy (V.B.11)
To identify oppressive language and policies existing in syllabi (V.A.1)
To integrate pedagogical literature by revising at least two areas on a syllabus that could benefit from increased inclusivity (V.A.2.)
To engage in collaborative dialogue about inclusive pedagogical practices with colleagues in academia (V.A.4)

Schedule

• 10 minutes – Welcome & introductions
• 40 minutes – Phase 1 tasks ( interrogation of personal histories with education and syllabi)
• BREAK – 5 minutes
• 50 minutes – Phase 2 tasks (deconstruction of oppressive discourse and policies found in syllabi)
• LUNCH/LONG BREAK – 30 minutes
• 50 minutes – Phase 3 tasks (an in-depth review of the Social Justice Syllabus Design Tool and other guidance documents aimed at inclusivity, equity, and accessibility)
• BREAK - 10 minutes
• 50 minutes – Phase 4 tasks (time dedicated to revising syllabi with group feedback)
• BREAK – 5 minutes
• 40 minutes – Phase 4 tasks continued
• 10 minutes – Closing & evaluations