Colleges Grapple With Where — or Whether — to Draw the Line on Free Speech – The New York Times https://nyti.ms/2xKZpfE Colleges Grapple With Where — or Whether — to Draw the Line on Free Speech Higher education is struggling to balance the demand by some students to be protected from offensive speech while guaranteeing freedom of speech to others. By Alina Tugend June 5, 2018 It has happened across the country, at small private colleges and large public universities: an invited guest is heckled or shouted down or disinvited because of opposing political views. And the incident is followed by a competing chorus of accusations about the rights of free speech versus the need to feel safe and welcome. It’s something those in higher education have grappled with for decades. But after the 2016 presidential election and the increasing polarization of the country, the issue has taken on a new resonance. Part of the problem, said David Axelrod, former chief strategist and senior adviser for President Barack Obama and director of the University of Chicago’s Institute of Politics, is that students now often come to college having rarely — or never — interacted with someone with a different opinion or lifestyle. There are ‘these virtual-reality silos — I mean, we can curate our news sources in such a way that our views are always af?rmed, not always informed. And everyone inside the silo is kosher, and everyone outside is alien. And, you know, that’s a real danger,’ he told participants at the Higher Ed Leaders Forum last week hosted by The New York Times. One of the most infamous examples of such unrest took place at Middlebury College in Vermont last year when students shouted down Charles Murray, a conservative author of ‘The Bell Curve,’ who has been accused of scienti?c racism for linking socioeconomic status with race and intelligence. The students also pulled ?re alarms and began pushing and shoving him and his faculty interviewer, who suffered a concussion. The event made national headlines and was viewed by conservative commentators as emblematic of a nationwide problem: liberal students refusing to hear speech they disagreed with. ‘It’s absurd that a scholar like Charles Murray would have trouble making a speech anywhere,’ said Senator Lamar Alexander, Republican of Tennessee, who also spoke at the forum. ‘I mean you hate his views, but so what? You need to deal with it, counter or ignore it or whatever needs to be done. That’s what a good academic experience should be about.’ It was a different experience at the University of Michigan four months later when Mr. Murray spoke there, said Andrew D. Martin, dean of the university’s College of Literature, Science, and the Arts. The university formed an ‘engagement team’ that included academics, student leadership and public safety of?cers in a dialogue with those who organized the talk. ‘We let students know that we were not only fully committed to the right of the speaker to speak, but the audience to hear and the right of those who wanted to express dissent to be able to do so in a way that didn’t preclude others’ rights,’ Professor Martin said, speaking on a forum panel. https://www.nytimes.com/2018/06/05/education/learning/colleges-free-speech.html 1/3 9/2/2020 Colleges Grapple With Where — or Whether — to Draw the Line on Free Speech – The New York Times There were protests, but ‘we have a protocol to deal with this,’ he added. ‘It’s called a heckler’s warning.’ The protesters were asked to allow the speaker to continue ‘and we reiterated some of the principles behind that.’ After ?ve minutes the students were once again asked to be quiet, or they would be removed by public safety of?cers. The demonstrators left and the speech continued. Christina Paxson, president of Brown University, said her university took much the same approach when the conservative pundit Guy Benson spoke there earlier this year. ‘You have to start with discussions with students early and often,’ she said, ‘with students hosting the event and with groups of students who might be unhappy with the event. That’s 90 percent of the battle.’ Many students don’t understand that the First Amendment only guarantees that no government entity can violate a person’s right to free speech. So private universities, unlike public universities — which are considered state agents — are free to punish students for speech without violating the First Amendment. However, many private universities have free speech codes that guarantee their students freedom of speech. ‘We’re not doing a terribly effective job educating our students about what the First Amendment means and what the implications are, not just for their lives on campus, but their lives in general,’ Professor Martin said. One way to change that is to make sure students have a much ?rmer grounding in the country’s founding documents, especially the Bill of Rights. David Schultz, a professor of political science at Hamline University in St. Paul, Minn., offered, for the ?rst time this year a freshman seminar called ‘Speech, Censorship, Toleration and Bigotry,’ ‘I explain to them the philosophical and political foundations about why we have free speech, because I don’t think students understand that,’ he said. ‘I don’t think our society as a whole understands that — if you can justify censuring others, those exact weapons can be used against you.’ A protester interrupted a talk by the author Charles Murray at the University of Michigan last year. Hunter Dyke/The Ann Arbor News, via Associated Press In 2017, Gallup and the Knight Foundation in partnership with the American Council on Education, the Charles Koch Foundation and the Stanton Foundation, did a survey asking college students their thoughts on free expression. Ninety percent said it is never acceptable to use violence to prevent someone from speaking. But 10 percent viewed https://www.nytimes.com/2018/06/05/education/learning/colleges-free-speech.html 2/3 9/2/2020 Colleges Grapple With Where — or Whether — to Draw the Line on Free Speech – The New York Times it as acceptable sometimes. Thirty-seven percent of college students also said shouting down speakers is acceptable at least sometimes. But free speech is only part of the equation; campuses also have to contend with events that threaten students’ feelings of inclusiveness and even safety. That same poll found that 53 percent of students surveyed saw promoting an inclusive society that welcomes diverse groups as more important than protecting free speech. Nearly two-thirds of students also said they did not believe the Constitution should protect hate speech. When Richard Spencer, a prominent white nationalist who was doing a round of college talks, spoke at the University of Florida last October, ‘different student groups lived in different realities,’ said Joseph Glover, provost of the university. ‘Some of them experienced visceral fear. It was not a matter of whether or not he should have the right to speak. They were viscerally afraid of him because of his organization, what he stood for, his policies, his advocacies.’ What, he asked, do you do about that? Dr. Paxson acknowledged the dif?culty of balancing those fears against free speech. ‘You can’t tell people they can’t feel afraid,’ she said. You can reassure them of their safety and try to make them comfortable, but ‘there’s no magic solution — it’s one of the realities of these types of events.’ It is also true that a belief in a free speech may mean everyone has a right to speak — but not that everyone has a right to be invited to speak. Mr. Axelrod, said, for example, that he would not invite Roseanne Barr, whose top-rated sitcom was recently canceled after a racist tweet, because ‘she has a long history of making comments like this that are offensive and incendiary, and that aren’t really the advancement of an idea. They are just purely the advancement of a prejudice.’ But, if the 2016 presidential election has shown anything, he added, it’s that people have to make a real effort to speak and listen to others who aren’t like them. To that end, this year, his nonpartisan Institute of Politics, initiated a program, called ‘Bridging the Divide.’ The program sent 10 students from Chicago to Eureka College in central Illinois attended by President Ronald Reagan, and 10 students from there to Chicago. The 20 students then went to various communities to talk to a variety of people, an experience that really ‘punctured stereotypes,’ he said. For Mr. Axelrod, the more informed and active students are, the more they understand the words of Van Jones, the news commentator who spoke at the institute. ‘He said: ?We owe it to you to keep you from physical harm, but we don’t owe it to you to keep you from ideas you ?nd abhorrent. We want you to be strong not safe. Because the world is going to demand that you be strong.” https://www.nytimes.com/2018/06/05/education/learning/colleges-free-speech.html 3/3 Assignments Short Essay #2 Short Essay #2 ” Listen ! Hide Assignment Information Turnitin® This assignment will be submitted to Turnitin®. Instructions Please read the attached article. After reading, answer the following questions: Should colleges be able to prohibit controversial or “offensive” public speakers from speaking on campus? Why or why not? Make sure your argument(s) are well-supported. Does the First Amendment protect the speech rights of controversial or “offensive” public speakers on college campuses? Does the First Amendment treat government-run colleges (public colleges) differently than private colleges? Should it? Why or why not? These topics are discussed in Chapter 2 of the textbook. : Type your answers out and submit it as a Word document or PDF. Please check your answers for spelling, grammar, etc. Paper should be 1.5 or so pages double-spaced. Start Date Jan 21, 2022 20:00 Due Date Jan 28, 2022 20:00 Submit Attachments Cancel SpeechRegAssignment.pdf (4.75 MB) Download All Files Hide Rubrics Rubric Name: Short Paper #2 Rubric Short Paper #2 Rubric Not scored Submit Assignment Files to submit (0) file(s) to submit After uploading, you must click Submit to complete the submission. : Add a File Record Audio : Comments Purchase answer to see full attachment

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.