Abstract: The power dynamics of institutionalized colonialism in universities influence teaching approaches and choices about content and methods, which are communicated through course syllabi. As part of an ongoing action research project, teacher educators examined a course syllabus of their choosing using the syllabus review tools from the Center for Urban Education (CUE) at the University of Southern California. A private, four-year, predominantly white institution of higher education in the southern United States served as the institutional context for this faculty learning and development program targeting inclusive excellence. In this paper, we reflect on the first year of the action research project, focusing on syllabus review and revision for equity-minded practice in an educational technology course.