Ensuring respectful classroom conversations

Dear Twin Cities faculty and instructors,

As you know, the Chauvin trial has begun, and the national conversation about the criminal justice system, policing, and systemic racism continues. These events have been experienced differently, based on individuals’ identities and lived experiences.

For many of you who teach classes that intersect with this material, these conversations are not new. But some of you may find these topics emerging in your classes, even when the subject matter has typically not focused on issues related to these current events.

I am writing to remind you of some resources that might be helpful in your classrooms over the remainder of the Spring semester, and possibly into the Summer.

Resources related to the Chauvin Trial, provided by many university partners, are available on the Office for Public Engagement’s website and provide multiple opportunities for members of the University community who want to process these events collectively. You can feel free to refer students to this site if they want to engage in these discussions. That site also lists mental health resources for University members who would benefit from that support.

If you are interested in learning more about how to facilitate constructive classroom dialogue that is inclusive of divergent perspectives, you might consider consulting with staff in the Center for Educational Innovation (CEI) or the Office for Equity and Diversity, or attending the CEI webinar, Calling Students In to Challenging Conversations, on April 13, 3-4:30 p.m.

Mutual respect and collaborative inquiry are hallmarks of great teaching and learning. Everyone in our classrooms shares the responsibility to include all voices and to listen and engage with each other respectfully. If you intend to include discussions like this in your curriculum, classroom discussion guidelines and expectations should be included in the course syllabus as well as addressed at the start of each course.

If you feel that a student’s behavior has moved beyond constructive interaction and is disrupting your course, you can ask them to leave for the day or you may dismiss the entire class. Please be mindful of the historically freighted ways that social hierarchies have influenced (and continue to influence) how people perceive whether the behavior of any given individual crosses the line between constructive interaction and disruption. Disrupting class goes against our Student Conduct Code, so if a student is asked to leave, you may also wish to be in touch with the Office for Community Standards or the Behavioral Consultation Team. The Red Folder provides guidance about when and how to consult with various University resources.

According to our policy on Teaching and Learning: Student Responsibilities, instructors determine whether or not students may record any part of a class/lab/other session. If the student does not comply with an instructor’s direction, the student may also be asked to leave the classroom.

The University’s mission relies on our ability to facilitate students’ learning and growth by respectfully engaging with multiple viewpoints about the world. Doing this well is challenging, especially in these extraordinary times, but I hope that the resources described here can be helpful to you.

I thank you for your efforts on behalf of our students, and our community.

Sincerely yours,

Rachel T.A. Croson
Executive Vice President and Provost

email sent to all Twin Cities faculty and all Twin Cities instructors scheduled to teach in spring or fall 2021 semester on April 5, 2021