Student Resources and Philosophy on Diversity
Due to the nature of the topics we discuss in this course, students always have the right and ability to excuse themselves from class and/or discuss with me if they are uncomfortable with a particular topic so we can assess how to best go about making modifications if needed. I bring my philosophy of empathy and communication to this difficult material and hope to cultivate a dialogue about any issues that arise.
I have collected resources that might help students should they become concerned with drug use or need professional guidance on matters concerning drug use outside of our historical materials. These resources will differ across institutions, but I have collected important ones here:
Appalachian State Counseling and Psychological Services
Appalachian State University Wellness and Prevention Services
Appalachian State University Office of Equity and Inclusion: Disability Resources
Substance Abuse and Mental Health Services Administration National Helpline
The Importance of Intersectional and Neurological Diversity
Outside of materials on drug use, we also discuss subjects of race, gender, and class. At times, our sources will convey antiquated and problematic language and beliefs. Before introducing any of these sources to the class, I will make an announcement that what we will discuss might be triggering, that it is inaccurate but historically relevant, as well as remind students that they can leave class and discuss with me as needed. Not only will I bring this empathetic understanding to the course, but research also highlights that teaching about the complexities of race can deepen students’ cognitive and affective appreciation for racial justice. Hopefully, our intersectional materials that we present in a safe and educational environment will further such a cause.[1]
Neurodiversity is also a very important aspect of the educational environment. Building on my philosophy of empathy and communication, I strive to accommodate the needs of my students. Coming from a background of working with students on the autistic spectrum, I understand the importance of implementing plans and accommodations as needed through communications with students and the university’s Office of Access and Equity (or equivalent department). Adding to this, Jennifer Gonzalez brought to my attention the growing number of students with neurodiversities. ADHD, in particular, is becoming more widely reported, with one in ten students now obtaining a diagnosis, which is especially important for this course as the disorder is linked with a greater risk for addiction. Yet, other neurodiverse conditions are important for the classroom as well, such as ASD, anxiety, and OCD, among many others. To assist with making our class a proper learning environment for neurodiversity, I capitalize on my mindset of transparency to explain how and why we engage with materials and complete activities, which we can further break down into smaller steps that are more easily digested. Additionally, we make use of several visual components and work with Google Docs and Padlet to create guides, which make it easier to return to and reorient attention.[2] Of course, as many other nuerodiversities and accommodations arise, students and I will communicate and work together to meet these necessities.
[1] Joe Bandy, M. Brielle Harbin, and Amie Thurber, “Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding,” Teaching & Learning Inquiry 9, no. 1 (March 7, 2021): 117–37, https://doi.org/10.20343/teachlearninqu.9.1.10.
[2] Jennifer Gonzalez, “8 Principles for Supporting Students with ADHD,” Cult of Pedagogy, April 20, 2022, https://www.cultofpedagogy.com/students-with-adhd/.