{"id":8931,"date":"2022-12-14T17:02:32","date_gmt":"2022-12-14T22:02:32","guid":{"rendered":"https:\/\/www.montclair.edu\/faculty-excellence\/?page_id=8931"},"modified":"2025-03-28T14:43:44","modified_gmt":"2025-03-28T18:43:44","slug":"using-protocols-to-deepen-conversation-and-raise-intellectual-engagement","status":"publish","type":"page","link":"https:\/\/www.montclair.edu\/faculty-excellence\/pedagogical-strategies-that-support-learning\/using-protocols-to-deepen-conversation-and-raise-intellectual-engagement\/","title":{"rendered":"Using Protocols to Deepen Conversation and Raise Intellectual Engagement"},"content":{"rendered":"<p><em><strong>Using protocols in your classes when discussing sensitive topics will allow structured conversation, thoughtful listening, and pausing to deepen intellectual engagement and mutual understanding.<\/strong><\/em><\/p>\n<p><span style=\"font-weight: 400\">The following material is adapted from a presentation given by Dr. Patricia Virella, Professor of Teaching and Learning, ÌÇÐÄvlog.\u00a0<\/span><\/p>\n<h2><span style=\"font-weight: 400\">The Challenges of Discussing Equity<\/span><\/h2>\n<ul>\n<li style=\"font-weight: 400\"><strong>Increased polarization in society<\/strong>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Lack of ability to agree about realities and accept facts<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Increased violence\/threat of violence<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Unwillingness to engage with differing opinions<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><strong>Our broader context<\/strong>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Multiple topics that are hot button issues<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Disagreement about what\u2019s most important \u2013 the \u201cOppression Olympics\u201d<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Feeling that certain people aren\u2019t allowed to take up space right now or weigh in on issues: \u201cUgh! Equity again!\u201d<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><strong>\u00a0Our virtual realities<\/strong>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Loss of informal processing space \u2013such as engaging in \u201cwatercooler conversations\u201d<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Limitations on non-verbal communication<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Competing for participants\u2019 attention<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">As <\/span><a href=\"https:\/\/ezproxy.montclair.edu\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&amp;db=edsbig&amp;AN=edsbig.A360112791&amp;site=eds-live&amp;scope=site\"><span style=\"font-weight: 400\">Derald Wing Sue (2013)<\/span><\/a><span style=\"font-weight: 400\"> summarizes: \u201cRace talk is generally filled with intense and powerful emotions (Bell, 2003), creates a threatening environment for participants (Sue et al., 2011), reveals major differences in worldviews or perspectives (Bryan, Wilson, Lewis, &amp; Wills, 2012; Young, 2003), and often results in disastrous consequences such as a hardening of biased racial views (Zou &amp; Dickter, 2013). Unless such topical discussions are instigated in some manner, the majority of people in interracial settings would prefer to avoid them and\/or to minimize and dilute their importance and meaning (Valentine, Prentice, Torres, &amp; Arellano, 2012).\u201d<\/span><\/p>\n<h3><span style=\"font-weight: 400\">Despite its Challenges, Discussing Equity Presents Many Opportunities<\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.pewresearch.org\/social-trends\/2020\/05\/14\/on-the-cusp-of-adulthood-and-facing-an-uncertain-future-what-we-know-about-gen-z-so-far-2\/\"><span style=\"font-weight: 400\">Pew Research (2020)<\/span><\/a><span style=\"font-weight: 400\"> has found younger US generations (specifically Gen Z) to have greater diversity in race and ethnicity and a greater openness to engage with and confront social inequity.\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/ezproxy.montclair.edu\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&amp;db=edsbig&amp;AN=edsbig.A360112791&amp;site=eds-live&amp;scope=site\"><span style=\"font-weight: 400\">Wing Sue (2013<\/span><\/a><span style=\"font-weight: 400\">): Discussion allows for fruitful engagement with critical topics.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Glenn Singleton: \u201cThere is a continuum that goes from silence to violence in this racial paradigm. And in between that continuum of silence and violence is conversation.\u201d (<\/span><a href=\"https:\/\/www.strivetogether.org\/together-for-change-podcast-ep-4-race-talking-with-family-friends\/\"><span style=\"font-weight: 400\">Motley, 2020, 26:30<\/span><\/a><span style=\"font-weight: 400\">)<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\"><div class=\"prpl-drawer\"><div class=\"prpl-drawer-header\">Why to Use Protocols to Discuss Equity<\/div><div class=\"prpl-drawer-content\">\n<p><span style=\"font-weight: 400\">Defining Protocols:<\/span><\/p>\n<p style=\"padding-left: 80px\"><span style=\"font-weight: 400\">&#8211;<\/span><span style=\"font-weight: 400\">the official procedure governing affairs of state or diplomatic occasions<\/span><\/p>\n<p style=\"padding-left: 80px\"><span style=\"font-weight: 400\">-the established code of procedure or behavior in any group, organization, or situation<\/span><\/p>\n<p style=\"padding-left: 120px\"><span style=\"font-weight: 400\">The<\/span><i><span style=\"font-weight: 400\"> Oxford Pocket Dictionary of Current English<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400\">Protocols offer structure in classroom discussion, which helps students engage and learn.<\/span><\/p>\n<h2><span style=\"font-weight: 400\">Why use protocols for discussing equity?<\/span><\/h2>\n<h3><span style=\"font-weight: 400\">Protocols\u00a0<\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Make work transparent<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Enrich the learning environment<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Ensure practice for group speaking &amp; participation<\/span><\/li>\n<\/ul>\n<h3><span style=\"font-weight: 400\">Protocols Assist by<\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Effectively providing a space and structure for learners to work independently and dependently \u2013 the focus is on the thinking<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Providing scaffolds for learning for students who need extra assistance<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Inviting collaboration and a natural level of challenge for advanced students \u2013 they teach, share, facilitate and co-construct knowledge<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Making learning more interesting, through work in heterogeneous groups<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Cultivating culturally competent classrooms which results in deeper learning experiences for all students.<\/span><\/li>\n<li><\/li><\/ul><\/div><\/div><\/li>\n<\/ul>\n<div class=\"prpl-drawer\"><div class=\"prpl-drawer-header\">How To Use Protocols in the Classroom<\/div><div class=\"prpl-drawer-content\">\n<ol>\n<li><span style=\"font-weight: 400\">Prepare both students and yourself intellectually for difficult conversations<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Consider student perspectives: <\/span><span style=\"font-weight: 400\">Viewpoints may be wrapped up in personal identities, influenced by family members, or connected to religious beliefs. Challenging an idea may feel like a personal challenge \u2013 vary the way you respond.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Lead with your goals: <\/span><span style=\"font-weight: 400\">Contextualize your discussion. Explicitly state why you all are having the discussion and what you hope students get out of it.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Provide pre-work: <\/span><span style=\"font-weight: 400\">Ask students to complete an assignment in advance of the discussion. Let them reflect on the topic. It doesn\u2019t have to be submitted!<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Use disciplinary modes of thinking: <\/span><span style=\"font-weight: 400\">Consider providing students with the appropriate disciplinary modes of thinking on the topic. For example, when they share, is there a certain type or level of evidence you expect them to apply to their reasoning? Are there theoretical arguments you want them to apply?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Establish guidelines for discussions: Norms are helpful (<\/span><a href=\"http:\/\/public.eblib.com\/choice\/PublicFullRecord.aspx?p=6679620\"><span style=\"font-weight: 400\">Singleton, 2021<\/span><\/a><span style=\"font-weight: 400\">).<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Be candid about the challenges of the discussion: <\/span><span style=\"font-weight: 400\">Keep it real <\/span><span style=\"font-weight: 400\">about the challenges of having a conversation about this topic. Use trigger warnings.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Warm up first: <\/span><span style=\"font-weight: 400\">Start small, and then go bigger or more complex. For example, when talking about issues of racist harm, start with a video such as <\/span><a href=\"https:\/\/www.youtube.com\/watch?v=D9Ihs241zeg&amp;vl=en\"><span style=\"font-weight: 400\">Danger of a Single Story<\/span><\/a><span style=\"font-weight: 400\"> and ask students if they have experienced a single story, etc. Model what you expect. You can also set an example early by being vulnerable. For example, you can start by sharing your story (i.e.: \u201cI want to start by sharing the microaggressions I\u2019ve experienced\u2026\u201d)\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Facilitate Difficult Conversations<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Provide the framework &amp; structure: <\/span><span style=\"font-weight: 400\">Present the protocol (see protocol suggestions below). Balance opportunities for reflection and discussion.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Actively manage the discussion: <\/span><span style=\"font-weight: 400\">Be ready to prompt students, follow up, or ask for evidence of their claims.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Address the difficulty: <\/span><span style=\"font-weight: 400\">If there is hesitancy in getting the conversation started, address that. Be ready to assert any coursework and disciplinary framework. Also admit that this may be hard for you as well.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Return to the protocol if the wheels start to fall off: <\/span><span style=\"font-weight: 400\">Lean into the structure if a conversation goes sideways. Remember to set timers for each section \u2013 this allows for closure in sections and structure.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Be ready to defer the conversation: <\/span><span style=\"font-weight: 400\">If the conversation gets off topic or too heated, close the conversation. Explain the reason for the deferral and give students time to process but be ready to revisit. Use \u201cELMO\u201d as shorthand for this action (\u201cEnough, let\u2019s move on\u201d).<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Confront inappropriate language: <\/span><span style=\"font-weight: 400\">Respond directly to microaggressions. Remember our discomfort as professors has less impact than the discomfort experienced by marginalized <\/span><span style=\"font-weight: 400\">students.<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Address Problems During Difficult Conversations<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Getting started: <\/span><span style=\"font-weight: 400\">Stud<\/span><span style=\"font-weight: 400\">ents can be reluctant to get down to work in the discussion. Think about the protocol you choose. Does it allow them opportunities to speak in groups? To reflect? Is the protocol itself equitable?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Losing control<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Develop ground rules, and remind students of them.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Use proximity. Stand next to the student or in a close proximity.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Address the problem head-on when necessary (<\/span><a href=\"http:\/\/www.seedtheway.com\/uploads\/8\/8\/0\/0\/8800499\/calling_in_calling_out__3_.pdf\"><span style=\"font-weight: 400\">calling in vs. calling out<\/span><\/a><span style=\"font-weight: 400\">)\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Try not to get rattled. Be aware of your own triggers prior to the conversation.<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Dealing with conversation monopolizers<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Use discussion prompts such as \u201cLet\u2019s hear from someone else\u201d.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Provide a structure around sharing out such as \u201cI\u2019ll call on 2 people\u201d.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Do not allow a student to speak for an inordinate amount of class time.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Be prepared to interrupt.\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Follow Up After a Difficult Conversation<\/span>\n<ul>\n<li>Synthesize the discussion: Bring together themes, how it relates back to the course topic, and the stated goals. You can also provide an opportunity for students to silently reflect \u2013 the purpose is to give them a space to process.<\/li>\n<li>Debrief: Ask students what they thought of how it went. How did the group manage the conversation? How did the protocol help or hinder?<\/li>\n<li>Share resources: Be ready to share any on-campus resources that some students may need in processing the difficult conversation.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/div><\/div>\n<div class=\"prpl-drawer\"><div class=\"prpl-drawer-header\">Sample Protocols<\/div><div class=\"prpl-drawer-content\">\n<ul>\n<li style=\"font-weight: 400\"><a href=\"http:\/\/pzartfulthinking.org\/?page_id=2\"><span style=\"font-weight: 400\">Artful Thinking Palette<\/span><\/a><span style=\"font-weight: 400\">, Harvard Graduate School of Education \/ Project Zero<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Burdick, Daki. <\/span><a href=\"https:\/\/wmich.edu\/sites\/default\/files\/attachments\/u1469\/2019\/Appendix-B-Discussion-Protocols.pdf\"><span style=\"font-weight: 400\">\u201cSmall Group Discussion Protocols.\u201d<\/span><\/a><span style=\"font-weight: 400\"> Center for Teaching Excellence, Endicott College, 2011. [opens as PDF]<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/instructionalmoves.gse.harvard.edu\/using-discussion-protocols\"><span style=\"font-weight: 400\">Discussion Protocols<\/span><\/a><span style=\"font-weight: 400\">, Harvard Graduate School of Education Teaching &amp; Learning Lab\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.edutopia.org\/pdfs\/stw\/edutopia-stw-assessment-discussion-protocols-for-any-subject.pdf\"><span style=\"font-weight: 400\">\u201cDiscussion Protocols for Any Subject\u201d<\/span><\/a><span style=\"font-weight: 400\">, School for the Future High School, 2011. [opens as PDF]<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.schoolreforminitiative.org\/download\/four-as-text-protocol\/\"><span style=\"font-weight: 400\">\u201cFour A\u2019s Text Protocol\u201d<\/span><\/a><span style=\"font-weight: 400\">, School Reform Initiative (SRI)<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.schoolreforminitiative.org\/protocols\/\"><span style=\"font-weight: 400\">Protocols<\/span><\/a><span style=\"font-weight: 400\">, School Reform Initiative (SRI)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">\u00a0<\/span><a href=\"https:\/\/www.scusd.edu\/sites\/main\/files\/file-attachments\/protocols_0.pdf\"><span style=\"font-weight: 400\">\u201cProtocols for Culturally Responsive Learning and Increased Student Engagement\u201d<\/span><\/a><span style=\"font-weight: 400\">, Sacramento City Unified School District. [opens as PDF]\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.schoolreforminitiative.org\/download\/the-final-word\/\"><span style=\"font-weight: 400\">\u201cThe Final Word\u201d Protocol<\/span><\/a><span style=\"font-weight: 400\">, School Reform Initiative (SRI)<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"http:\/\/www.pz.harvard.edu\/thinking-routines\"><span style=\"font-weight: 400\">Thinking Routine Toolbox<\/span><\/a><span style=\"font-weight: 400\">, Harvard Graduate School of Education \/ Project Zero<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Thompson, Marisa E., <\/span><a href=\"https:\/\/www.unlimitedteacher.com\/tqe\"><span style=\"font-weight: 400\">\u201cTQE Protocol: Thoughts, Questions, and Epiphanies\u201d<\/span><\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"prpl-drawer\"><div class=\"prpl-drawer-header\">Resources and References<\/div><div class=\"prpl-drawer-content\">\n<p><span style=\"font-weight: 400\">Davis, B.G. (1995). <\/span><a href=\"https:\/\/sphweb.bumc.bu.edu\/otlt\/teachingLibrary\/Questioning\/Tactics%20for%20Effective%20Questioning.pdf\"><span style=\"font-weight: 400\">Tactics for Effective Questioning<\/span><\/a><span style=\"font-weight: 400\">. In: <\/span><i><span style=\"font-weight: 400\">Tools for Teaching<\/span><\/i><span style=\"font-weight: 400\">, San Francisco, CA: Jossey-Bass Inc., Publishers, pp. 85-88.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Hammond, Z. (2020, April 1). <\/span><a href=\"https:\/\/www.ascd.org\/el\/articles\/the-power-of-protocols-for-equity\"><span style=\"font-weight: 400\">The Power of Protocols for Equity<\/span><\/a><span style=\"font-weight: 400\">. ASCD.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Haslam, R.E. (2019). <\/span><a href=\"http:\/\/www.seedtheway.com\/uploads\/8\/8\/0\/0\/8800499\/calling_in_calling_out__3_.pdf\"><i><span style=\"font-weight: 400\">Interrupting Bias: Calling Out vs. Calling In<\/span><\/i><\/a><i><span style=\"font-weight: 400\">. <\/span><\/i><span style=\"font-weight: 400\">Seed the Way LLC. [opens as PDF]<\/span><\/p>\n<p><span style=\"font-weight: 400\">Motley, C. (Host). (2020, August 25). <\/span><a href=\"https:\/\/www.strivetogether.org\/together-for-change-podcast-ep-4-race-talking-with-family-friends\/\"><span style=\"font-weight: 400\">Race \u2014 Talking with family and friends<\/span><\/a><span style=\"font-weight: 400\">. (No. 4) [Audio podcast episode]. In <\/span><i><span style=\"font-weight: 400\">Together for Change.<\/span><\/i><span style=\"font-weight: 400\"> Strive Together.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Pace, D. (2003). <\/span><a href=\"http:\/\/www.jstor.org\/stable\/27559130\"><span style=\"font-weight: 400\">Controlled Fission: Teaching Supercharged Subjects<\/span><\/a><span style=\"font-weight: 400\">. <\/span><i><span style=\"font-weight: 400\">College Teaching<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">51<\/span><\/i><span style=\"font-weight: 400\">(2), 42\u201345.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Pew Research Center (2020, May 14). <\/span><a href=\"https:\/\/www.pewresearch.org\/social-trends\/2020\/05\/14\/on-the-cusp-of-adulthood-and-facing-an-uncertain-future-what-we-know-about-gen-z-so-far-2\/\"><span style=\"font-weight: 400\">On the Cusp of Adulthood and Facing an Uncertain Future: What We Know About Gen Z So Far<\/span><\/a><span style=\"font-weight: 400\">. By Kim Parker and Ruth Igielnek.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Singleton, G. E. (2021). <\/span><a href=\"https:\/\/montclair.on.worldcat.org\/oclc\/1262372359\"><span style=\"font-weight: 400\">Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools and Beyond<\/span><\/a><span style=\"font-weight: 400\">. (3rd ed.). SAGE Publications.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">University of Michigan Center for Research on Learning and Teaching (CRLT). <\/span><a href=\"http:\/\/crlt.umich.edu\/sites\/default\/files\/resource_files\/HotMomentsHandoutcrlt.umich.edu.pdf\"><span style=\"font-weight: 400\">Making the Most of \u201cHot Moments\u201d in the Classroom<\/span><\/a><span style=\"font-weight: 400\">. [opens as PDF]<\/span><\/p>\n<p><span style=\"font-weight: 400\">Wing Sue, D (2013). <\/span><span style=\"font-weight: 400\">Race Talk: The Psychology of Racial Dialogues<\/span><span style=\"font-weight: 400\">. The American Psychologist, <\/span><i><span style=\"font-weight: 400\">[s. l.]<\/span><\/i><span style=\"font-weight: 400\">, v. 68, n. 8.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\"><\/span><\/p><\/div><\/div><\/span><\/p>\n<p>Other useful pages include:<\/p>\n<ul>\n<li><a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/fostering-civil-discussion\/\">Fostering Civil Discourse about Controversial Topics<\/a><\/li>\n<li><a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/teaching-resources\/inclusivity-and-diversity\/political-discussions-in-the-classroom\/\">Political Discussions in the Classroom<\/a><\/li>\n<\/ul>\n<p>For more information or help, please <a href=\"mailto:faculty@montclair.edu\">email<\/a> the Office for Faculty Excellence or <a href=\"https:\/\/montclair-faculty-excellence.libcal.com\/appointments\/\">make an appointment<\/a> with a consultant.<\/p>\n<p style=\"text-align: right\"><p><em>Last Modified: Friday, March 28, 2025 2:43 pm<\/em><\/p>EJI<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Using protocols in your classes when discussing sensitive topics will allow structured conversation, thoughtful listening, and pausing to deepen intellectual engagement and mutual understanding. The following material is adapted from a presentation given by Dr. Patricia Virella, Professor of Teaching and Learning, ÌÇÐÄvlog.\u00a0 The Challenges of Discussing Equity Increased polarization in society Lack [&hellip;]<\/p>\n","protected":false},"author":310,"featured_media":8975,"parent":7671,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"inline_featured_image":false,"footnotes":""},"class_list":["post-8931","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/8931","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/users\/310"}],"replies":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/comments?post=8931"}],"version-history":[{"count":9,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/8931\/revisions"}],"predecessor-version":[{"id":13585,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/8931\/revisions\/13585"}],"up":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/7671"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/media\/8975"}],"wp:attachment":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/media?parent=8931"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}