Instructor Guide for Fostering Inclusive, Respectful, and Productive Learning Environments

Why This Guide Matters

At Oregon State University, we believe meaningful learning occurs when students are encouraged to think critically, engage with a range of perspectives, and apply course content in thoughtful and, at times, challenging ways. We are committed to free expression and academic freedom, understanding that these commitments often involve robust dialogue and intellectual exchange within educational settings. To support this, OSU empowers instructors to establish and guide course-specific expectations for behaviors, dialogue, and engagement that align with their course learning goals and pedagogical approach.

Oregon State University Guiding Principles for Teaching and Learning 

At Oregon State University, we believe meaningful learning occurs when students are encouraged to think critically, engage with a range of perspectives, and apply course content in thoughtful and, at times, challenging ways. We are committed to free expression and academic freedom, understanding that these commitments often involve robust dialogue and intellectual exchange within educational settings. To support this, OSU empowers instructors to establish and guide course-specific expectations for behaviors, dialogue, and engagement that align with their course learning goals and pedagogical approach.

OSU is committed to:

  • Championing a culture of diverse, equitable, and inclusive learning through quality teaching that supports student success.
  • Fostering inclusive course settings that value diverse perspectives and lived experiences.
  • Supporting freedom of expression when it contributes meaningfully to the academic goals of the course.
  • Encouraging collaboration and recognizing that conflict, when navigated productively, can deepen understanding and promote growth.
  • Holding all members of the university community accountable to behavior that reflects our shared values of integrity, responsibility, and respect.

Setting Behavioral Expectations in Course Settings

Setting clear behavioral expectations at the start of a course is key to supporting a positive and engaged learning environment. Expectations help students understand not just what is allowed or not allowed within your course but also how they are expected to contribute to the course community and engage with your instructional methods.

Tips for setting expectations:

  • Include behavioral expectations in your syllabus, alongside the academic integrity policy. Invite students to build on these expectations to create a list of shared classroom agreements.
  • Discuss these expectations and agreements early and often—especially around participation, respectful dialogue, and digital engagement (e.g., in discussion boards, email, or forums).
  • Clarify your expectations for collaboration and group work, including how students should engage when disagreements arise.
  • Share with students that your role as a teacher includes supporting a productive learning environment, facilitating constructive conversations related to the course content, and maintaining respectful and inclusive engagement with all learners.
  • Use language that invites students into shared responsibility, such as: “Our course values respectful discussion, even when perspectives differ. Each of us contributes to maintaining a space where learning can happen for everyone.”

Guiding Collaboration and Conflict in Course Settings

Collaboration and conflict are not opposites, they are often intertwined in dynamic, engaging learning environments. As instructors, you create conditions within your course for students to work together effectively and to manage disagreement in ways that enhance, not derail, the learning process.

Strategies for fostering collaboration and navigating conflict:

  • Normalize the presence of disagreement. Let students know that encountering different ideas is expected and valued.
    • Example: “This course invites multiple perspectives. You won’t always agree—but respectful disagreement can lead to deeper understanding.”
  • Set expectations for peer interaction. Provide clear guidance on how students should engage with each other during discussions, group work, or collaborative projects. Consider using participation rubrics or shared class agreements.
  • Give students tools for dialogue. Offer sentence starters, listening techniques, or norms for inquiry that help students express disagreement without escalating tension.
    • Example: “I see it differently because…” or “Can you help me understand your perspective on…?”
  • Frame conflict as a learning opportunity. Reassure students that discomfort doesn’t mean something is going wrong—it can be part of the learning process when managed respectfully.
    • Example: “We’re not aiming for agreement—we’re aiming for understanding.”
  •  Structure group work intentionally. Use rotating roles, reflection prompts, or guided peer feedback to encourage equal participation and reduce dominance by a few voices.
    • Example: “Take space, make space—let’s ensure all voices have an opportunity to be heard.”
    • Example: “Thanks for raising your hand, but let’s hear from another student who hasn’t shared yet today.”
  • Debrief challenging moments. After a tense discussion or group challenge, allow time to reflect on the process, what went well, what could be improved, and what was learned. Ask students to write their reflection as a way of “hitting pause,” diffusing the situation, and giving everyone a chance to share their thoughts and reactions.
  • Model how to engage with difference. When responding to student contributions, demonstrate curiosity and openness, especially when perspectives diverge from your own.
  • Encourage personal and academic self-awareness. Remind students that how they engage with ideas and with each other is part of their growth—not just their content knowledge.
  • Key language to reinforce: “In this course, we expect both collaboration and disagreement. Our goal isn’t always to agree, but to understand, reflect, and stay engaged.”

Responding to Disruption in Course Settings

While conflict and disagreement can support learning, it's important to distinguish between productive engagement and disruption. Whether a disruption is rooted in behavior or dialogue, instructors are empowered to address the issue directly. Instructors are relied upon to manage the course environment in a way that preserves the educational space for all students.

OSU’s Code of Student Conduct prohibits the disruption of teaching, administration, research, and other university activities. Disruptive behavior in a course setting may include, but is not limited to:

  • Repeatedly leaving and entering class without authorization
  • Repeatedly posting unrelated content in discussion posts
  • Making loud or distracting noises
  • Arriving late or leaving early in a way that is clearly disruptive
  • Speaking out of turn or persistently interrupting
  • Harassing behavior, personal insults, or inappropriate language
  • Refusal to comply with direction
  • Persistent and unreasonable demands for attention
  • Refusal to leave when asked by the instructor
  • Physical threats

Addressing Disruptive Behavior

If an established expectation is not being met, provide the student with gracious and constructive feedback at the time the behavior is occurring.

  • Offer to meet after class if they need further clarification of your expectations.
  • Consider giving general guidance to the entire class.
  • If expectations are still not being met, send the student an email asking for the opportunity to meet either in-person, by phone, or a remote platform. During the meeting:
  • Provide the student with specific examples of the behavior they were exhibiting; the course expectation that the behavior is violating; and the behavior you would like to see in future course settings.
  • Ask what you can do to assist them in meeting the needs of the course
  • Inquire if something in the course setting is getting in the way of their meeting course expectations.

Addressing Disruptive Dialogue

Disruption may also take the form of comments that are off-topic, inflammatory, or harmful to the course community. Instructors should support freedom of expression that is germane to course content while also addressing speech that derails learning or violates community expectations.

Tips for managing disruptive dialogue

  • Intervene when needed to redirect or de-escalate the conversation.
  • “Let’s pause here. This comment doesn’t align with our expectations for respectful engagement.”
  • Affirm the value of dialogue, while upholding the need for accountability to course expectations.
  • “We welcome different perspectives in this course, but we express them in ways that are thoughtful and relevant to the subject matter.”
  • If harm occurs, acknowledge it, and offer time for repair or follow-up discussion.
  • Remember: Freedom of expression is protected and valued, especially when it contributes meaningfully to course goals. But when dialogue becomes disruptive, dismissive, or personally targeted, it is appropriate—and necessary—to intervene.
  • If the disruptive behavior or dialogue continues, or if the behavior is an isolated incident that severely impacts other students' learning in the course, ask the student to leave that class session or suspend posting privileges until the student meets with you1. If the student refuses to leave the class, see the de-escalation tips below:

De-escalation Tips:

  • Take a break in class and speak with the student privately.
  • Discontinue that class session and follow the after-class suggestions below.
  • Contact the Department of Public Safety for added support if de-escalation tips are not working.

After-course Suggestions:

  • Schedule a follow-up meeting between you and the student. • Submit an online report of the incident with the SCS office. This will allow us to track if a student is engaging in similar behavior in other areas of campus. Be sure to let us know in your report if you have directed the student to meet with us before they can return to your class, if you are looking for consultation before you meet with the student, or if you are simply documenting the incident with our office.
  • During the meeting, discuss the concerning behavior and how that behavior impacted the learning environment. Work with the student to create an outline of the specific behaviors required to meet course expectations and return to class or to have posting privileges restored.
  • Explicitly advise the student that if they return to class and continue to engage in behavior that does not align with course expectations, they will be immediately asked to leave the class session, and you will not allow them to return to class until they have met with a Student Conduct and Community Standards staff member.

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