Workshop Participation Session
During our March 5 workshop, faculty divided into several groups to discuss and share together ideas for addressing several aspects of disruptive speech including: Syllabus Language & Setting Expectations–First Class Meeting; Supporting Faculty and TAs; Handling Disruptive Statements in Class; Creating Teaching Moments. A summary of some of the ideas can be found in this PDF.
Sample Syllabus Language
Listed here are some examples of syllabus language currently used by several faculty at UC Davis. We will be adding examples discussed during the participant contribution part of our March 5 workshop as soon as possible.
- Commitment to Dialogue on Cross-Cultural Competencies, Trauma-Informed Lawyering, and Racism and Bias. Contributor: Raquel E. Aldana, School of Law, University of California, Davis
- Law school can be emotionally, physically, and mentally draining for many students. In addition, asylum and refugee law can be a charged topic since many of its policies and practices are in response to trauma and may themselves impose new trauma on those who seek its protections. Please know that we will inevitably deal with topics that many of you will find triggering, especially if you have personal or close experiences with similar types of trauma. In this class, you will assigned readings, podcasts, or films that will involve horrific examples of trauma. Some of this trauma will include instances of torture, sexual and physical violence, as well as other types of severe mental, emotional, and economic repression, often waged against people for their characteristics, identities or beliefs. We will aim to learn the doctrine and principles of asylum and refugee law in a way that acknowledges this trauma, violence, and bias. We will also dialogue with each other about ways to reimagine alternative approaches to the regulation of borders for those who seek safe harbor in the United States. Unfortunately, we cannot avoid confronting this trauma in this class, and you are best to judge whether you still wish to enroll. I am happy to discuss with you at any time how topics we are addressing in class are impacting you or may impact your lawyering/advocacy.
UC Davis School of Law is committed to ensuring that all students engage with issues of racism and other forms of subordination in the law. Our diverse student body – and our diverse faculty – come to these conversations with widely divergent experiences, opinions, and background knowledge. I will work to find the right methods and language to use in leading these discussions as they come up, and that will not always be easy. If you, or any of your classmates, have concerns or questions related to these discussions, please contact me directly as I would appreciate this dialogue.
To make our classroom a brave-space for everyone and to foster a sense of community, I ask that each of you take on the following commitments this semester:
Take care of yourself and each other. Get enough sleep, eat well, exercise, and go easy on yourselves.
Maintain your sense of intellectual curiosity and openness to learning in different ways and from each other, not just from me.
Be ready and open to dialogue across difference with one another: Often in law school, we debate law and topics, in fact often asking and rewarding you for your ability to see and argue the “other side,” even when you disagree with it. But not all of law learning is or should be about a debate, much less a discussion with a winning side. Conversations on race, ethnicity, class, gender identity, sexual orientation and other types of differences not only shape your identity but your values, norms and thinking about the law. These are important for you to explore as core or part of your legal training in law school and growth as a lawyer. This type of learning calls for inter-group dialogue directed at achieving common understanding, not consensus, without assuming right answers or solutions. It is a space in which we are willing to share and be vulnerable and are willing to listen to one another in order to discover new ways of thinking and seeing the world. To do this effectively, we must adopt a set of norms that will help us develop trust in one another. I propose at a minimum, the following norms:
A--Abide by the UC Davis Principles of Community; Assume good intent; Acknowledge impact
S--Speak one at a time
P--Participate with an open mind and an open heart; Gain Perspective
I--Use “I” statements
R--Respect confidentiality; Respect one another
E--Empathy; Escuchar//Écuter(listen); Everyone is an Expert of their own Experiences
Finally, please help me to make sure that these commitments are being honored. If you have concerns about any of the above, please feel free to contact me privately. Alternatively, you may consult with our Director of Diversity and Student Life, our Dean of Students, or an ASP Tutor.
I do not anticipate that dialogue in this class will ever become hostile. If you believe you have experienced or witnessed an act of hate, bias, discrimination or harassment, please report it so the university can take appropriate action. - Commitment to Dialogue on Cross-Cultural Competencies, Racism and Bias. Contributor: Raquel E. Aldana, School of Law, University of California, Davis
- The first year of law school can be emotionally, physically, and mentally draining for many students. In addition, criminal law can be a charged topic since it seeks to regulate circumstances that involve trauma and given that much of its policies and practices are inherently violent and impact communities of color disparately. In this class, we will aim to learn the doctrine and principles of criminal law in a way that acknowledges this trauma, violence, and bias. We will also dialogue with each other about ways to reimagine alternative approaches to criminal justice. However, we will not be able to avoid readings and materials that may trigger you based on your identities or lived experiences. If you are especially concerned about certain materials or cases, please write me to let me know in advance you would rather not participate in class discussion for those issues or readings.
UC Davis School of Law is committed to ensuring that all students engage with issues of racism and other forms of subordination in the law. Our diverse student body – and our diverse faculty – come to these conversations with widely divergent experiences, opinions, and background knowledge. I will work to find the right methods and language to use in leading these discussions as they come up, and that will not always be easy. If you, or any of your classmates, have concerns or questions related to these discussions, please contact me directly as I would appreciate this dialogue. Alternatively, you may consult with our Director of Diversity and Student Life, our Dean of Students, or an ASP Tutor. - Zoom Community Principles. Contributor: Lorena V. Márquez, Chicana/o/x Studies, University of California, Davis
- No bullying, harassment or inappropriateness will be tolerated.
Always wear appropriate clothing when using Zoom.
No political hats or paraphernalia can be worn during the Zoom session to avoid distractions.
UC Davis Principles of Community: https://diversity.ucdavis.edu/principles-community - EDU 150: Cultural Diversity & Education in Sociopolitical Context. Contributor: Sophia Mattingly, School of Education, University of California Davis
- This course aims to explore cultural diversity within the framework of a sociopolitical context. As we engage in discussions and examine various perspectives, it is essential to recognize that discomfort may arise. Delving into topics related to cultural differences, power dynamics, and social inequalities may challenge pre-existing beliefs and provoke emotional responses.
As we navigate through sensitive topics, it is crucial to approach discussions with empathy and an awareness of the diverse experiences within our learning community. The discomfort statement serves as a reminder that learning is an ongoing process that requires embracing challenges, recognizing biases, and cultivating an environment where everyone feels valued and heard. - Expectations of Professional Conduct. Contributor: Dawn Y. Sumner, Earth and Planetary Sciences, University of California, Davis
- The Department of Earth and Planetary Sciences is committed to maintaining a professional environment that supports the success of those participating in its mission of research, teaching, mentoring, and service. As a professor, I do my best to promote rigorous intellectual inquiry while embracing the diversity of our community, particularly in my courses. Similarly, I expect my students and TAs to conduct themselves professionally when engaged in activities associated with class.
Professional conduct includes contributing to the goals associated with the activity. Sharing data, ideas and opinions related to the activity is a critical part of behaving professionally. By asking questions, making observations, and discussing approaches and interpretations, you are collaborating in the educational, research, and/or service missions of the Department.
Professional conduct includes treating others with respect. In verbal and written communications, respecting others includes listening to the intent of others’ communications, critiquing ideas rather than individuals, and addressing differences by trying to find common ground. Professional conduct also includes respecting others’ personal space and avoiding comments on personal aspects of others.
Professional conduct includes being considerate. Paying attention to how your actions impact others and reducing negative impacts are key aspects of professional behavior. For example, keeping disruptions and noise to a minimum while others are working is considerate. By being aware of others’ responses, you can adjust your behavior when it interferes with maintaining a professional environment.
When people share a respectful, considerate approach, disagreements can usually be accommodated and compromises can be reached to maintain a professional environment. However, it is not always possible to avoid conflict or offense*. At times, not all participants will share a respectful, considerate approach, and it is appropriate to remind those who do not of the expectation of professional behavior. Inappropriate behavior can be interrupted as it occurs and should be reported to a faculty member or advisor you trust.
Field trips require particular attention to professional conduct. While on a field trip or in a field class, each member of the Department is representing UC Davis and Earth and Planetary Sciences to the public. In addition, some field exercises extend beyond normal university hours, particularly those involving overnight stays and camping. My expectations of professional conduct extend throughout the duration of field trips, including overnight. Extra consideration is expected in these circumstances, including respecting others’ privacy, avoiding activities that disrupt others’ studies or sleep, and contributing to community chores.
*One definition of “offensive” is “causing someone to feel deeply hurt, upset or angry.” What is offensive to one person might not be offensive to another. Thus, identifying whether or not something is offensive requires evaluating its effect on others. That evaluation is intrinsically subjective, making respectful discussion about why something might be offensive an important part of professional conduct. - Discomfort Statement. Contributor: Theresa MacPhail, Medical Anthropologist, Associate Professor of Science & Technology Studies at Stevens Institute of Technology in Hoboken, NJ.
- Source: https://www.threads.net/@drtheresamacphail/post/C10Q900LKXj
Discomfort Statement – It is my job as a professor to challenge you to think critically about your own and others’ assumptions, as well as to learn to synthesize and analyze a lot of disparate materials on a particular subject. Sometimes the materials and discussions in this class will make you uncomfortable, and that’s okay.
To blatantly steal a quote from philosopher Kwame Anthony Appiah, “Our main task in a seminar room is not to make people feel good, it’s to help people understand things, and sometimes, in order to understand things, you have to feel not so good.”
We are going to talk about the more negative sides of life in this class, and that will require you to sit with ideas like mortality and illness and failure.
I ask that you get comfortable being uncomfortable.
Background of Dialogues Across Difference:
With funding from the University of California, Office of the President, a team of 12 faculty has been meeting regularly throughout this academic year as a facilitated community of practice. We have been exploring a tension that many of us face in our classrooms and lecture halls: Namely that the exchange of diverse ideas is both essential to a healthy academic environment and, potentially, a source of disruption of learning or teaching in the classroom.
We view the university classroom as a robust space to counter the polarization and isolation experienced by many in our society today. Thus, we are working to identify a path in the classroom that fosters the open sharing of ideas across differences. At the same time, we recognize that the expression of certain ideas can be distressing to those involved and, in some contexts, pedagogically detrimental, preventing the class from meeting its learning objectives.
We have come to see that when faculty know their rights and responsibilities under academic freedom and set clear expectations for their classroom, challenging speech can be pedagogically useful, allowing students to exchange ideas and to reinforce the learning objectives by considering different perspectives.
Participating Faculty:
Amber Boydstun, Political Science
Amy Motlagh, Comparative Literature and Middle Eastern/South Asian Studies
Brian Trainor, Psychology
Brian Soucek, School of Law
Denneal Jamison-McClung, Biotechnology Program
Diane Beckles, Plant Sciences
Glaucia Helena Carvalho do Prado, Chemical Engineering
Lorena Márquez, Chicana/o/x Studies
Margaret Laurena Kemp, Theater and Dance
Raquel Aldana, School of Law, Principal Investigator
Sophia Mattingly, School of Education
Stephen Garcia, Graduate School of Management
Statement of Purpose:
The exchange of diverse ideas is both essential to a healthy academic environment and, potentially, a source of disruption of learning or teaching in the classroom.
Some instances of speech (ranging from verbal statements to symbolic attire) can be challenging for instructors and students to navigate. These include instances of speech perceived as provocative, insensitive, and/or invoking a stereotype of an individual or group. Challenging speech can be distressing to those involved and, in some contexts, pedagogically detrimental, preventing the class from meeting its learning objectives. And even seemingly benign speech can turn into disruptive speech when it derails a class from its learning objectives.
But when faculty know their rights and responsibilities to academic freedom, have set clear expectations for their classroom with regard to challenging speech, and are familiar with best practices for addressing challenging speech in a classroom setting, challenging speech can be pedagogically useful, allowing students to exchange ideas and to reinforce the learning objectives of a given class by considering different perspectives.