Free Speech and Academic Freedom

Each instructor should prepare their students, either via the course syllabus or verbally during the first class period or both, regarding the expectations the instructor has related to the standards for the course. This includes parameters on class decorum, how discussions will be conducted, etc. Furthermore, a statement should be made indicating that the Student Code will be followed if misconduct, both academic and non-academic, occurs within the class. Each academic unit should supplement these guidelines with specific preventative measures appropriate to the unit.

If a student becomes disruptive (e.g., refuses to quit talking; blocks an entry way; throws things; uses profane, intimidating, or abusive language; repeatedly interrupts others’ speech; moves within the classroom in a manner that disturbs the learning environment) an instructor should first request compliance from the student. If compliance is not received, the instructor may dismiss the student for the remainder for the class period. The student is expected to accede to this request and may subsequently grieve this action using procedures established within each unit. If the student fails to leave after being directed to do so, the instructor should enlist the support of other University personnel (faculty members, academic administrators, and as a last resort, campus police) to help resolve the situation. Physical force, including touching, should never occur/be used. The instructor must judge, based on the nature of the disruption, whether the class period can continue once the disruptive student departs. The instructor should contact the Office of the Dean of Students if there are concerns about the offending student’s participation in future classes.

An instructor should use their best judgment to cancel a class and immediately report the event to their department chair or school director. Incidents of possible misconduct, harassment, discrimination, etc. should be reported to See It. Hear It. Report It. at bgsu.edu/report-incident.html. 

“[N]o state institution of higher education … shall prohibit any individual from engaging in noncommercial expressive activity on campus, so long as the individual's conduct is lawful and does not materially and substantially disrupt the functioning of the institution.”

State of Ohio Public Policy Principles of Student Free Speech – O.R.C. 3345.0215

1. Students have a fundamental constitutional right to free speech. 
2. A state institution must be committed to giving students broad latitude to speak, write, listen, challenge, learn, and discuss any issue. 
3. A state institution must be committed to maintaining a campus as marketplace of ideas for students and faculty in which the free exchange of ideas is not suppressed because the ideas put forth are thought by some or most members of the institution’s community to be offensive, unwise, immoral, indecent, disagreeable, conservative, liberal, traditional, radical, or wrong-headed. 
4. It is for individual students and faculty to make judgements about ideas for themselves, and to act on those judgements by openly and vigorously contesting the ideas they oppose and not by seeking to suppress free speech. 
5. It is not the proper role of a state institution to attempt to shield individuals from free speech, including ideas and opinions they find offensive, unwise, immoral, indecent, disagreeable, conservative, liberal, traditional, radical, or wrong-headed. 
6. Although a state institution should greatly value civility and mutual respect, concerns about civility and respect must not be used by an institution as a justification for closing off the discussion of ideas, however offensive, unwise, immoral, indecent, disagreeable, conservative, liberal, traditional, radical, or wrong-headed those ideas may be to some students or faculty. 
7. Although students and faculty are free to state their views about and contest the views expressed on campus, and to state their views about and contest speakers who are invited to express their views on campus, they may not substantially obstruct or otherwise substantially interfere with the freedom of others to express views they reject or even loathe. To that end, a state institution has a responsibility to promote lively and fearless freedom of debate and deliberation and protect that freedom. 
8. A state institution must be committed to providing an atmosphere that is most conducive to speculation, experimentation, and creation by students and faculty, who must remain free to inquire, study, evaluate, and gain new understanding. 
9. The primary responsibility of faculty is to engage an honest, courageous, and persistent effort to search out and communicate the truth that lies in areas of their competence.

Students are often reluctant to get down to work in a discussion. Students are more likely to join in discussion if you divide them into pairs or small groups and assign a specific discussion question. After a few minutes of small group discussion, ask several groups to report out their ideas to the entire class. This often helps to get discussion going because students have had a chance to “try out” their ideas on their peers. Alternatively, give students time to write individually before opening up a discussion; they are much more likely to speak up if they have some notes to speak from. Further, by allowing for this kind of pre-discussion activity, you will be able to ask more complex and interesting questions. At the same time, you will be promoting equity in the conversation, allowing everyone in the class to gather his or her thoughts before speaking rather than privileging the bold or the entitled, who can otherwise dominate the discussion.

Despite the fact that discussion section participation is a requirement for many introductory courses, students may believe that their attendance is not mandatory since the teaching assistant (TA) rather than the professor is in charge. This may embolden students to skip this component of the course to avoid uncomfortable or difficult discussion topics and experiences. Therefore, you may want to devise a way to structure required assignments, projects or presentations into your sections so that section participation will be a part of the final course grade. If students know that the TA has some responsibility for determining their grades, that TA will have considerably more authority in the classroom or in any interactions with students.

One fear about discussion is the possibility that the discussion will be too enthusiastic or not remain civil. Develop ground rules as a class. Gently, students can be reminded that behavior X (e.g., interrupting, blatantly ignoring the conversation, showing disrespect) is not appropriate in the context of the rules the class agreed on. If no rules have been established, or if the inappropriate behavior doesn’t seem to fit under the rules, you should address it immediately. Otherwise, you send a message to the students that such behavior is acceptable. Often, simply walking toward the student(s) will resolve the problem, as they will see that you are paying attention. Sometimes, however, you will need to address the problem directly. Try not to get rattled – take a deep breath, allow some silence and then respond. This gives you some time to plan a response that models for the students how to handle a difficult situation. Remember: Never shame or humiliate a student, and don’t take student remarks personally – although an attack may seem personal, it may be directed at authority figures in general rather than at you in particular. However, if student comments are directed at you as the focus of their ire, refer to the earlier subsection Disruption Within Class Period.

If the same students answer all the time, you might say, “Let’s hear from someone else.” Then don’t call on students who have already spoken. Do not allow one student to speak for an inordinate amount of class time. Take that person aside and ask them to limit comments in class. If the student does not respond to this hint, tell them an exact number of times they will be allowed to respond in class, and do not call on them after that number has been reached in any class period.

If you teach charged topics, prepare students for discussing them. The Center for Faculty Excellence and Division of Diversity and Belonging are excellent resources.

*Source: Indiana University