On this page, we offer questions to consider when developing guidelines for your particular teaching setting, several examples of guidelines, and ideas about how to make use of guidelines over the course of the term.īefore proposing specific guidelines or inviting students to participate in generating them, it’s helpful to decide upon and clarify for students some key questions, including: In any discipline, guidelines can support a series of inclusive teaching goals: they help clarify expectations, cultivate a sense of belonging among students, and facilitate students’ ability to engage productively with one another across their differences. Sometimes called 'ground rules,' community agreements, or participation norms (and there are several fuller examples below), such guidelines can be provided by an instructor or generated collaboratively with students. Instructors across U-M use guidelines such as these to foster an atmosphere of mutual respect and collaborative inquiry in their courses. Share responsibility for including all voices …

Another word for running its course