Election 2024 Resources

Many faculty have questions about how to best prepare for potential challenging conversations leading up to and following this year's election. Below are some resources that may help faculty feel more confident in the coming weeks.

All faculty are encouraged to review the CSCU Guidelines for Freedom of Expression, Protests, and Speakers and Events. These guidelines define free speech and delineate the types of speech that are not protected. The guidelines also define hate speech and explain which forms of hate speech are protected by the First Amendment.

Deciding Whether or Not to Discuss the Election

In courses where the election directly connects to learning objectives and/or course content, discussing the election in class makes sense. Other courses can offer students a much-needed reprieve from thinking about the election--and an important sense of normalcy.

Whenever there is a significant event in the world that affects students, it can be helpful to make a simple statement of acknowledgment before diving into course content. Faculty may wish to say something like, "I know many of us are thinking about the election, and I want to acknowledge that."(1)

In deciding whether or not to mention the election, faculty should consider whether they are able to regulate their own emotions and remain non-partisan. The "Navigating Politics" guide from MIT can help faculty reflect on why they want to discuss the election, how it aligns with the course learning goals, and whether they are prepared to facilitate conversations in ways that support all students and avoid harm. In addition, as part of their their Teaching in Turbulent Times website, Eastern Michigan University has posted a powerpoint on "Concrete Steps for the Day After the Election" (Bernstein & Hamilton) to help faculty reflect on how students might be feeling about the election, whether to mention the election, and what to say that might be helpful for students.

Maintaining Productive Conversations in Class

Faculty who plan to discuss the election in class (or teach content that is likely to result in students bringing up the election) should ensure that students are prepared in advance to engage in productive and civil conversations. Below are a few resources with tips for building community and inclusive behavior among students to get ready for these discussions.

• Preparing Your Classroom for the 2024 Election: Tips from the University of Colorado Boulder on modeling non-partisanship and intellectual humility, structuring civil discourse, and establishing guidelines for discussion.
• Planning for Elections: Essential Considerations for the Classroom: Practical strategies from the University of Pittsburgh for acknowledging the significance of elections, acknowledging multiple perspectives and experiences, and acknowledging the role of constructive dialogue.
• Difficult Dialogues: A guide developed by Vanderbilt University to help faculty feel more confident leading difficult dialogues by encouraging reflection on how such discussions connect with larger learning goals, and by providing specific strategies and resources for creating more productive conversations in their classrooms.
• Guidelines for Discussing Difficult or High-Stakes Topics: Suggestions from the University of Michigan on planning discussions around controversial topics and responding in the moment to hot-button issues.
• Strategies for Engaging with Difficult Topics, Strong Emotions, and Challenging Moments in the Classroom: A 9-page guide from the University of Oregon with suggestions for setting ground rules, activities for engaging emotions and discomfort, ways to respond to heated moments in class discussions, and ideas for syllabus statements about classroom climate, diversity, and inclusion.

Responding to Heated Moments in Class

The election and its aftermath may produce strong responses from some students, which can lead to comments that other students find hurtful or offensive and/or behaviors that are disruptive. The links below can help faculty consider in advance how to respond to such moments.

• Navigating Heated, Offensive, and Tense (HOT) Moments in the Classroom: Suggestions from Columbia University on how faculty can anticipate and manage hot moments.
• Navigating Difficult Moments: Tips from Harvard University on responding in the moment to a remark or incident in the classroom that provokes strong emotional reactions.

Supporting Students

The election may cause some students to experience sadness, anxiety, fear, or other intense emotions. Faculty may wish to offer a little more flexibility on attendance or assignment deadlines for students who are struggling. In addition, Eastern has resources available that faculty can make students aware of.

• Eastern's Care During the Election Season offers self-care strategies for students, as well as FAQs on topics such as handling disagreements about politics with family and friends. The site also offers strategies for faculty and staff who are experiencing election-related stress.
• Counseling and Psychological Services (CAPS) offers confidential counseling for students dealing with anxiety, stress, or depression. 
• The Tell Somebody Report allows members of the university community to report concerning behavior from any student, staff, or faculty member. Reports enable the University’s Threat Assessment Team and/or Student Intervention Team to assess circumstances, enhance communication, and initiate appropriate responses to specific behavioral problems that may involve threats to the safety and security of the University community.
• Faculty who are unsure of how to handle a situation or are seeking guidance can reach out to either Michelle Delaney, Vice President of Student Affairs, at delaneymi@easternct.edu, or Kemesha Wilmot, Dean of Students, at wilmotk@easternct.edu. 

Reporting Bias Incidents

The Bias Incident Reporting Form provides a mechanism to report a bias-related incident, in which individuals are targeted or affected based on prejudice, stereotypes, or discriminatory attitudes related to characteristics such as race, ethnicity, gender, religion, sexual orientation, or other protected attributes.

Sources
(1) University of Pittsburgh Center for Teaching & Learning. Planning for elections: Essential considerations for the classroom.