Dev Bose is an Associate Professor of Teaching in the Writing Program. In his course, Writing 2: Rhetoric and Inquiry (Summer 2025), he experimented with community guidelines and online Discussion Boards as a means to try out "new rules of engagement.” You can find a downloadable copy of the instructor-facing guidelines and the student-facing guidelines here.  

Instructor-Facing Guidelines

Purpose

These guidelines support equitable, thoughtful, and antiracist discussions in online classes. As the instructor, your role includes setting expectations, modeling inclusive behavior, and addressing harm when it occurs (Arao & Clemens, 2013; hooks, 1994).

Core Principles for Facilitating Discussions

1. Set the Tone Early

1. • Share discussion guidelines at the start of the course and explain why they matter (Brookfield & Preskill, 2005).

   • Model vulnerability and openness: acknowledge your own positionality and limits (Sensoy & DiAngelo, 2017).

2. Establish Psychological Safety

1. • Frame discomfort as part of learning, but draw a clear line between discomfort and harm (Arao & Clemens, 2013).

   • Step in when harm occurs: name the issue, clarify expectations, and redirect (Sue et al., 2019).

3. Normalize Growth and Repair

1. • Encourage “calling in” over “calling out” when possible (Trần, 2019).

   • When harm is caused, guide students through acknowledgement, learning, and repair (Sue et al., 2019).

4. Manage Participation Dynamics

1. • Apply the “step up / step back” principle: monitor who dominates vs. who is silent (Brookfield & Preskill, 2005).

   • Use prompts to balance contributions (“Let’s hear from voices we haven’t heard yet”).

   • In asynchronous discussions, require fewer, deeper posts to support authentic engagement (Salter & Halbert, 2017).

5. Prioritize Accessibility and Multiple Modes of Participation

1. • Allow written, audio, or video contributions when possible to align with Universal Design for Learning (CAST, 2018).

   • Be mindful of captioning, transcripts, and readability in all materials (Dolmage, 2017).

6. Reflect on Your Role

1. • Continuously assess your own facilitation practices: whose perspectives are centered? Whose voices are left out?

   • Seek feedback mid-course to refine norms (Brookfield, 2017).

Student-Facing Guidelines

Purpose

These are our shared agreements for creating a respectful, equitable online learning space. By following these, you help make our class a space where everyone can learn and be heard. 

1. Respect and Listen

1. • Read or listen carefully before responding; read posts carefully (Brookfield & Preskill, 2005).

2. Speak from Your Perspective

1. • Use “I” statements. Share your experiences without assuming for others (Sensoy & DiAngelo, 2017).

3. Engage Ideas, Not People

1. • Critique arguments, not individuals (Brookfield, 2017).

4. Step Up / Step Back

1. • If you usually talk a lot, pause to give others space. If you’re usually quiet, challenge yourself to share (Brookfield & Preskill, 2005).

5. Call In, Not Out

1. • If something harmful is said, invite reflection with care (Trần, 2019).

6. Embrace Discomfort, Avoid Harm

1. • Learning can feel uncomfortable, but racist remarks or personal attacks are not acceptable (Arao & Clemens, 2013).

7. Honor Different Voices

1. • Respect different ways of speaking and writing—there is no single “correct” English (hooks, 1994).

8. Think Before You Post

1. • Ask: Is my comment thoughtful? Respectful? Helpful to the conversation? (Salter & Halbert, 2017).

9. Keep Trust

1. • Stories shared in class stay here. Don’t screenshot or repost classmates’ words without permission (Sue et al., 2019).