A course syllabus provides an easily accessible source of information about the learning activities, teaching methods, assessments, and policies the instructor intends to apply in a course. This paper describes our process of developing and applying a rubric designed to identify and describe inclusive and equitable practices observed in course syllabi. Using the rubric as a tool, we analyzed course syllabi as one of multiple data sources in a larger multi-method project aimed at guiding departmental change in inclusive and equitable teaching. Our approach yielded insights into teaching practices within an individual course and allowed us to observe patterns in pedagogy across courses and within and across departments. This paper also discusses outcomes from the syllabus analysis, including how we presented and discussed department-specific findings to guide changes in departmental policies and instructor pedagogy. Finally, we offer potential applications and considerations for educational developers and departmental leaders seeking to borrow and adapt this tool to analyze and share data on the inclusive and equitable teaching practices observed in course syllabi.