Disability Services:
I encourage all students with disabilities to register with Student Disability Services to secure their right in all classrooms to accommodations. Please contact Student Disability Services as soon as possible at [email protected] or call (646) 312-4590. You will have to provide documentation of your disability (provided by your psychologist, psychiatrist, primary doctor etc.) to receive accommodations through Disability Services. Please share your accommodations letter with your instructor, so that we can then figure out together how you can succeed. I understand that it can be hard to share this information in certain circumstances; you are not obliged to reveal your disability/medical condition etc. to your instructor at any time, and your accommodation letter does not share this information unless you explicitly request it.
If you have any worries or questions, please contact me at any time. If you are unable to get your accommodation approved for differing reasons, feel free to approach me. I am here to support you and help you succeed.
Access in the Classroom:
I acknowledge that we all have different capacities, ways of learning, and bodily and psychological needs. Please approach me at any time if you’d like to suggest changes or adaptations to the syllabus, class format, calendar, deadlines, reading, and any other elements of this class that would support your access needs. I would love to discuss them with you and the class collectively. I am open to discussing this throughout the semester, and no time is too late to make changes to our shared practice of teaching and learning.
Examples of Access Needs:[1]
- I find it easier to process information by speaking and listening, rather than in a written handout (or vice-versa).
- I pay better attention in class if I have access to Power Points before/after class.
- I get anxious about speaking in large groups and prefer working in small groups or in a pair (or vice-versa).
- I need to keep my hands busy during class and like to knit, doodle, or use a stimming gadget.
- I have childcare responsibilities and may need to bring children to class.
- During flare-ups (of pain, migraine, depression, etc.), I need to attend class from bed.
Class Atmosphere and Engagement[2]
In this class, we will aim for developing a good discussion culture where we practice empathy, sensitivity, and perspective-taking when discussing class materials, as well as related topics through careful listening and respectful conversations. This is especially important when discussing social issues. Talking with one another is an integral part of philosophy, and a practice we all can practice in this space together. We should all strive towards building a vibrant, dynamic and supportive classroom community.
Here are some ways each of us can make that happen:
- One mic: Only one person should be speaking at once. Refrain from side conversations and interrupting others’ points.
- Step up, step back: We want to make sure everyone’s voice is heard. If you’re someone who struggles with speaking in class, challenge yourself to step up—maybe come to class with a comment or question already prepared to share. If you’re someone who speaks a lot, challenge yourself to step back and listen to others’ comments. Pay attention not only to your own contributions but also to how you can support others in participating fully.
- Mosaic: We’re all different—even if we share common identities and backgrounds. Acknowledge, respect, and appreciate everyone’s varying experiences. Minimize the assumptions you make about others.
Agree to disagree: There are a lot of opinions in the room, and we are not necessarily going to see eye to eye on everything. We should aim to understand where each other is coming from even when we disagree. Discrimination will not be tolerated in this class. If you ever feel uncomfortable or unsafe throughout the course, please let me know.
[1] Credit: Corinne LaJoie
[2] Credit: Patricia Cipollitti
