Free speech and expression on college campuses empower students to openly articulate their views, fostering a better understanding of their personal beliefs, a sense of individuality, and a deeper commitment to civic engagement (Puzder, 2015). At this past spring’s TLISI Conference, Suzanne Nossel’s keynote explored how higher education can support free expression in a way that connects with students. Whether you attended the session or are looking for strategies to encourage free speech and self-expression in your classroom, we’ve summarized key insights and teaching tips from Nossel’s discussion.
Nossel emphasized that as universities strive to balance diversity and inclusion with free speech, one pressing concern for students is that unrestricted expression might open the door to hate speech. She noted, “What we started to worry about at Pan America, an organization with a mission to defend free expression, was that we were at risk of losing a rising generation to the idea of free speech. We were hearing more and more from students who seemed to view free speech as a smokescreen for hatred.”
Yet, Nossel expressed confidence that academic institutions can foster a supportive classroom environment for both diversity and free speech by intentionally creating clear guidelines that prioritize the safety and comfort of marginalized students. Her work emphasizes that addressing these challenges requires a more conscious and deliberate effort because “what we’ve really seen on campuses across the country is that this is going to need to be a much more, conscious, deliberate effort than the kinds of conversations that people thought they were coming to college for.”
Faculty members play a crucial role in setting the tone for classroom behavior because students look to their professors to model appropriate forms of engagement. Thus, if faculty fail to promote healthy discourse, students will struggle to do so themselves. She points out, “If the students don’t see the faculty modeling it, they’re not gonna stick with it. Even if the faculty are earnestly trying, if the students don’t have the skills, haven’t been primed, and don’t feel like it matters, they’re going to have a difficult time.”When teachers engage with mindfulness and intentionality in their discussions, it encourages students to respond similarly in the classroom.
Nossel emphasizes the importance of challenging students by introducing them to new and unconventional perspectives that push them out of their comfort zones. She asserts that “discomfort is part of learning,” and by designing assignments and discussions around difficult or uncomfortable topics, professors can help students expand their understanding of diverse perspectives and identities.
Although uncomfortable, these feelings of uneasiness when facing difficult conversations serve as a crucial catalyst for deeper self-awareness and intellectual growth. Nossel noted that when students encounter unsettling ideas, they often experience “moving into a different mindset, and learning how to recognize that response can serve as a springboard to escalation, leading to reactions like losing control or withdrawing, making it difficult to listen and engage further. Part of this process involves developing skills to recognize and regulate your own response, as well as practicing the art of remaining present and engaged during discussions that challenge you.”
Engaging in conversations about challenging topics can be stressful for students. To create a supportive environment, she encourages faculty to reward students who push their boundaries and cultivate a classroom atmosphere that prioritizes learning over competition. “You’re expected to take risks, and some risk-taking is rewarded. If you make a mistake, say the wrong thing, or someone takes offense, you won’t be thrown under the bus. The instructor will help reconcile that situation and allow the conversation to move forward, giving you a chance to contextualize what you’re saying.”
Classroom competition can stifle genuine engagement with diverse perspectives, leading students to focus on being “right” instead of remaining open-minded. To combat this, Nossel suggests incorporating debate tactics or role-playing exercises into assignments to promote “critical thinking and empathy.” These strategies help students recognize that even the most contentious issues have valid arguments. “Learning the arguments on both sides teaches them that no matter how passionately you feel about issues like capital punishment, open borders, or climate change, understanding the opposing viewpoint is a serious endeavor. There are facts you can present, points you can make, and resorting to ad hominem attacks or prejudiced arguments won’t prevail in a debate. This process teaches you how to build a case for both sides of an issue.”
These insights from Nossel’s keynote session open new possibilities for constructing an inclusive classroom. Her emphasis on fostering spaces where free speech and respectful discourse thrive underscores the importance of equipping students to embrace free expression on campus thoughtfully and intentionally.
To watch the full session from TLISI 2024, click here.
References
Georgetown University. (2024, August 22). Commitment to diversity, equity, and inclusion. Office of Student Conduct.
Puzder, A. (2020, May 7). The importance of free speech on campus. American Council of Trustees and Alumni.