Faculty Speech Guide

Faculty members and students enjoy academic freedom, which includes the freedom to discuss relevant subjects in the classroom and to pursue research, provided it does not interfere with the rights of others or the mission of the institution.

For faculty, WSU subscribes to the 1940 Statement of Principles on Academic Freedom and Tenure with 1970 Interpretive Comments of the American Association of University Professors with the 1987-1990 revisions. This statement is incorporated into the WSU Faculty Manual. Of particular note:

Teachers are entitled to full freedom in research and in the publication of the results, subject to the adequate performance of their other duties… Teachers are entitled to freedom in their classroom in discussing their subject, but they should be careful not to introduce into their teaching controversial matter which has no relation to their subject. Limitations on academic freedom because of religious or other aims of the institution should be clearly stated in writing at the time of the appointment.

College and university teachers are citizens, members of a learned profession, and officers of an educational institution. When they speak or write as citizens, they should be free from institutional censorship or discipline, but their special position in the community imposes special obligations. As scholars and educational officers, they should remember that the public may judge their profession and their institution by their utterances. Hence they should at all times be accurate, should exercise appropriate restraint, should show respect for the opinions of others, and should make every effort to indicate that they are not speaking for the institution.

1940 Statement of Principles on Academic Freedom and Tenure with 1970 Interpretive Comments of the American Association of University Professors with the 1989-1990 revisions.

Some educational topics have provoked strong reactions from students or community members who hold opposing views, or where political polarization or inflammatory misinformation have created public mistrust. Faculty teaching controversial topics are in a challenging position and can be the subject of public harassment. WSU supports our faculty and supports academic freedom as outlined in the Faculty Manual. However, WSU also acknowledges that some faculty members may be confronted by students or the public about their courses or speech, and need additional support and guidance from the institution.

In order to best support faculty and to support student academic freedom, the following strategies are recommended for classroom related disruptions:

• Know your resources: The following offices can help support you, should you experience disruptive classroom or community speech:
  • Senior Faculty, Department Chairs, Associate Deans, Deans, Vice Chancellor for Academic Affairs, or the Office of the Provost: Many senior faculty and campus leaders have experienced disruptions in their classroom space and can help guide you through these challenging situations. Seek their support and guidance. It may also be helpful to have another faculty member sit in on a class to intervene as appropriate.
  • Center for Community Standards: Disruptive students can be reported to the Center for Community Standards for consideration under the WSU Standards of Conduct for Students. Please note, engaging in offensive, dissent, or protest in itself is not considered disruptive, but substantial disruptions or material interferences may be in violation of university policy.
  • Compliance and Civil Rights: Concerns of discrimination and discriminatory harassment can be reported to Compliance and Civil Rights for review under the WSU Policy Prohibiting Discrimination and Harassment.
• Establish Ground Rules: Set clear expectations for classroom discussions at the beginning of the course. Emphasize the importance of respectful dialogue, listening to diverse perspectives, and disagreeing constructively. Encourage students to express their opinions in a manner that respects others.
• Recognize your authority to control the classroom: Faculty work hard to ensure course objectives are met and students receive rigorous education. If individuals are being disruptive to those goals and demonstrating repetitive, egregious, or reckless behavior, they can be asked to leave the classroom. If the situation escalates to an unsafe or unmanageable space, the instructor may choose to stop the class, ask all individuals to leave, and/or call campus security or law enforcement. If there is an emergency situation, call 9-1-1.
• When you are being challenged:
  • Listen: When faced with opposition, listen to the student’s concerns. Even if you disagree with their perspective, showing empathy, rather than dismissing them, will demonstrate civility and your willing to engage in meaningful dialogue, while deescalating tensions.
  • Stay calm: Inflammatory speech is often designed to get a reaction or create distress. Staying calm and composed, rather than getting defensive or emotional, helps deescalate the situation and model professionalism, and sets the tone for a more productive discussion.
  • Respectful Disagreement: Teach students how to to respectfully disagree with one another by emphasizing the importance of acknowledging different viewpoint while maintaining civility and respect. Encourage students to articulate their opinion using reasoned arguments and evidence rather than resorting to personal attacks or hostility. Acknowledge that students do not need to agree with the material but need to be able to demonstrate understanding.
  • Encourage critical thinking: Emphasize the importance of critical thinking and evidence-based reasoning in evaluating controversial topics. Encourage students to critically evaluate sources of information, examine underlying assumptions, and consider multiple perspectives before forming their opinions.
  • Address misconceptions: Take the opportunity to address any misconceptions or misinformation that may contribute to students’ opposition to the course content. Provide factual information, clarify key concepts, and address common myths or misunderstanding related to the topic. Encourage students to approach the material with an open mind and a willingness to learn.
  • Redirect the discussion: If a discussion becomes overly contentious or unproductive, it is okay to communicate that the conversation is no longer productive and end it or redirect to your course materials. It is often helpful to focus on empirical evidence or scholarly analysis, to shift away from personal opinions.
  • Share consequences: If you have tried to redirect or return to the course materials, but a student continues to be disruptive, inform the class what your expectations are. Let students know that disruptive outbursts will be referred to the Center for Community Standards for review under the Standards of Conduct for Students and/or that you will ask a student to leave if their disruptions impede your ability to teach the course materials.
  • Consider alternatives: Even the best faculty sometimes have students who are not responsive to learning how to civilly debate and who continue to be disruptive. Although faculty have the right to follow through with the consequences outlined above, sometimes, depending on course objectives, there may be alternative options that faculty can offer at their discretion. Faculty can communicate their concerns about the student’s behavior and/or success in the course and brainstorm alternative options. For example, if a student shares that they are emotionally impacted by a specific chapter and just cannot control their emotions in the classroom space, the faculty can ask the student if they want to propose another way to participate and demonstrate their knowledge of the course material for that specific section.
• After an incident:
  • Recognize impact and seek support: Discussing controversial topics and leading such a discussion can be emotionally taxing for faculty and students. Connect with your campus resources (senior faculty and leadership, the Office of the Provost, the Center for Community Standards, Compliance and Civil Rights, and campus police or security, if needed), and access counseling and workplace consultation through the Employee Assistance Program. Consider offering support and resources to students who may be impacted, especially if they have deeply held beliefs or identities that are directly affected by the topic. Student support could include: holding additional office hours and referrals to counseling, Student Affairs, the Office of the Dean of Students, the Student Care Network, or an academic support center or advisor.
• Safety concerns: If you have an immediate physical threat, call 9-1-1. If you have not had an immediate physical threat, but are generally feeling unsafe or scared, contact your department chair, consider reporting and consulting with the Center for Community Standards or Compliance and Civil Rights, and consider consulting with campus police or security.

Attacks against faculty may also occur outside the course space. Community members, online trolls, and even politicians may attack faculty. Remember, your academic freedom is protected, and WSU also cares about your personal safety. If you are experiencing external attacks, it is important to consider the safety options listed above and contact your resources right away.

Special Considerations for Online Disruptions

Disruptive speech in an online conferencing tool, such as Zoom, or within educational software, such as Canvas, may be addressed in a similar fashion as described above. However, the speech may come in unexpected forms, such as “Zoombombing,” or appear on message boards that an instructor is not monitoring. The anonymity or ability to speak remotely may embolden individuals who engage in disruptive speech, and the speech may impact other students in a class. It is important to seek support for yourself and to communicate support to students who have been affected and to connect them with university resources.

To address disruptions in online spaces, there are some additional steps instructors may take:

• Familiarize themselves with software controls and consider whether it is appropriate to:
  • Mute participants
  • Limit which participants can share their screen
  • Control entry into the meeting/class
  • In rare cases, remove message board/online discussion posts (in consultation with campus administration)
• Set clear expectations regarding what types of message board/online discussion posts are appropriate

Instructors can access resources to familiarize themselves with software controls here:

• Zoom
• Canvas:
  • Training contacts
  • Workshops and tutorials

Faculty have the freedom to speak as citizens. Most personal speech is protected and faculty members are typically protected from adverse employment action for off-duty speech on matters of public concern. However, the university is not obligated to defend personal speech and may disagree publicly with that speech.

As citizens, faculty may also engage in political and ideological speech, except when doing so results in disruption or obstruction to normal university operations or when the speech constitutes prohibited speech. All University employees and volunteers are subject to the Ethics in Public Service Act, which limits the use of university resources for personal and political activities (see the University Ethics Policy, Executive Policy 45). In addition, employees making political statements or engaging in political activities on their personal time should take steps to ensure it is clear they are not speaking on behalf of WSU.

Finally, engaging in online harassment, cyberbullying, vandalism, or other prohibited forms of speech may result in university discipline.