Learner-centered and inclusive and equitable teaching practices aim to promote better learning outcomes for all students. Course syllabi can provide a window into these practices. We adapted an existing rubric to measure inclusiveness and equity-mindedness of syllabi and used an established rubric to assess their learner-centeredness. We then compared the assessed learner-centeredness and inclusiveness and equity-mindedness of introductory biology syllabi exploring their differences by course and instructor factors. Our sample of introductory biology syllabi did not differ significantly by any of the course or instructor factors; however, we found a strong relationship between learner-centeredness and inclusiveness and equity-mindedness of these syllabi.