Putting Academic Freedom on the Syllabus

Fostering the best conditions for learning.

Compiling a syllabus is a particularly daunting these days—especially for those who are experiencing threats by politicians, administrators, or donors to determine what can be discussed within our classrooms. We all take so much care putting together our readings, assignments, and classroom policies, weighing pros and cons, considering how to address issues that arose last time we taught the class.

These threats are a new issue—an issue that can’t be ignored, but one that is also very difficult to address.

In response to these threats, the AAUP’s Center for the Defense of Academic Freedom (CDAF) has developed some language designed to be incorporated directly into our syllabi. This language is designed to help explain the importance of academic freedom to a student audience. Having such language on your syllabus can create space during the first days of class to talk about the value of academic freedom and what it looks like in your classroom. This language was workshopped by the CDAF fellows, who decided to steer away from technical and legalistic language, prioritizing instead language that is inviting, affirmative, and pedagogical.

Teaching and learning are communal/community work, and this language is designed as an invitation into a community that values the rights of people to teach and learn freely.

The resources that we developed through this process first provide an overview of AAUP policies around academic freedom in the classroom. Then these were distilled into four takeaway points:

1. Be clear that the course material engages a set of ongoing disciplinary (or interdisciplinary) debates. Therefore, the class is designed to introduce students to key theories, methods, and debates within the field. It is not simply sharing fact-free personal opinions, casual observations, or political talking points.

2. This means that students can, and are expected to, share ideas that might be controversial or unpopular. Be clear that there already is “intellectual diversity” in how the course is designed and that students are free to express their own ideas and positions. However, all readings and ideas are subject to debate and discussion. Factual inaccuracies and ideas that have been thoroughly discredited within the field are irrelevant to the class and therefore will not be indulged.

3. Explain that the freedom to express ideas also means creating a shared environment where the interrogation of ideas can take place. And this can only occur when the classroom space is inclusive and non-discriminatory. In other words, while students can criticize ideas, they cannot attack each other.

4. Faculty members can choose to counter student claims–in particular those that are harmful to other students–especially if those assertions are predicated on falsehoods or ideas widely discredited within the discipline. A climate scientist, for example, does not need to indulge claims that climate change is not caused by humans when the overwhelming scientific evidence demonstrates that it is. A biology instructor does not need to dedicate time to creationism, even if some students might express denial of evolution on religious grounds. Likewise, a gender studies professor does not need to entertain claims that there are only two genders or that trans people do not exist.

We also developed specific syllabus language that captures these larger points:

A Commitment to Academic Freedom

Higher education is predicated on the exchange, vetting, and deliberation of often controversial and unsettled ideas. In this class, for example, we explore how >philosophers/sociologists/etc.< engage questions of >justice/race, etc.< . We are not here to simply express personal opinions or repeat talking points, but rather to engage a set of ideas and research findings that have a long and complicated history and are therefore subject to ongoing debate. Committed students and scholars can, and do, disagree on the topics we will be discussing.

The syllabus has been designed to bring these controversies and disagreements to the fore. Students are also invited to introduce additional challenges in a serious and open-minded manner.

Such conversations require mutual trust and respect. It is therefore essential that students feel free to express their deeply held views and continually developing perspectives. This means ensuring that all students and faculty feel included and welcomed to engage in discussion. Because hateful or discriminatory speech and behavior degrades the possibility for a free exchange of ideas, it will not be tolerated.

Feel free to use this resource however you see fit. Cut and paste. Edit and adapt. And no need to credit CDAF. As one mentor told me: “The only place where plagiarism is acceptable in higher education is on your syllabi.”

And do let us know how it works or make any suggestions for modifications: cdaf@aaup.org.

This material can be found at this link on the CDAF website, or you can click on the links below.

1. Academic Freedom Syllabus Language

This page offers an overview of the AAUP’s policies concerning academic freedom in the classroom as well as some specific language pertaining to academic freedom that faculty can include directly into their syllabi.

2. Academic Freedom Module

This module is designed as a stand-alone 1-2 hour class session that offers a foundational understanding of academic freedom. It can be incorporated into a graduate seminar, undergraduate class, professional development course, new faculty orientation, or used as part of a campus discussion group. We have provided readings, lecture notes, a slide deck, and discussion questions, as well as additional materials that can be used to expand or customize the module to fit your particular teaching needs.

3. Academic Freedom Reading List

This reading list includes canonical works on academic freedom, assembled with an eye towards providing additional context and resources for those teaching about academic freedom in their classroom. For courses with higher reading expectations, such as a graduate seminar, these materials might also make valuable additions to the above syllabus.