School of Classics: code of conduct for staff and students

The University sets out in the Dignity and Respect at Work Policy expectations about student and staff behaviour in the working environment:

4.1.1 All members of the University community have a personal responsibility to:

demonstrate dignity, respect and integrity in all interactions with individuals and groups;
appropriately challenge inappropriate behaviour when it occurs, making it clear that such behaviour is unacceptable (and raise concerns with the relevant line manager where appropriate so the matter can be dealt with);

The EDI Committee of the School of Classics, in line with other Schools, feels it useful to offer some specific advice and clarification on conduct in the workplace, to ensure that both staff and students are fully aware of expected standards of behaviour.

General

Students and staff should work to create an inclusive environment in which everyone is confident to speak up and share their perspective.
Be prompt to intervene if you witness inappropriate behavour of any kind.
Shared workspaces are a professional environment and should be treated as such: behave appropriately, agreeing the use of shared space and refraining from gossip and other exclusionary behaviour.
Alcohol should be drunk within the School only at organised functions, and individuals should remain in control of themselves at all times.
Problems or concerns can be reported to the School Wellbeing Officer, the co-Directors of Equality, Diversity and Inclusivity, or the Head of School; reports can also be submitted on your own or others’ behalf through the University’s Report and Support portal.

In one-to-one meetings

Be punctual for appointments, and inform the relevant person in advance if you are going to be absent or delayed.
Respect individuals’ stated name, pronouns and form of address. If in doubt, ask.
Respect individuals’ personal space: this includes physical contact without consent.
Be open to requests for accommodations for seen or unseen disabilities.
Staff are encouraged to keep office doors open during student consultations (although recognising that there are sometimes situations where that is not appropriate or practical, for example where a student makes a specific request for privacy).

In classes and other group activities

Respect individuals’ stated name and pronouns. Students are encouraged to register their details in their student record, where they can be accessed by tutors.
Respect individuals’ personal space: this includes physical contact without consent, and other behaviours such as unwanted crowding or staring.
Avoid assumptions about individuals’ knowledge of or interest in classical subjects based on stereotypes of class or ethnic background.
Give advance warnings when presenting material which may cause distress (topics for warning may include depictions or descriptions of miscarriage, abortion or child death; sexual assault or rape; extreme violence or torture; animal cruelty; suicide or self-harm; hate speech or bigotry; eating disorders).

Further guidelines for respectful behaviour in class discussions can be found below in Appendix 2.

Student Harassment and Bullying Policy

(From Section 1.1)

All students have the right to study in an environment that encourages harmonious relationships where all individuals should be treated with dignity and respect so that they can fulfil their personal potential in a professional learning environment.

(From Section 3.6)

3.6.1 Bullying behaviours may include shouting, threatening, abusing, intimidating, insulting, ridiculing, destructively criticising, ostracising or ignoring, microaggressions, humiliating and undermining a person (in verbal or written form, or online) so that their confidence and self- esteem is destroyed. This behaviour may manifest itself in practical terms such as withholding relevant information or treating a person differently from other students.

In the University context, there could be occasions where a member of staff perceives that they are in a position of power with regards to students. They could then use that power to threaten the future success of students implicitly or explicitly.

3.6.2 Harassment based on personal attributes may include:
- Sexual harassment, for example unwelcome sexual advances, sexually provocative looks, remarks or jokes, comments on appearance, displaying offensive printed or digital media, threatening to disclose sexual imagery, inappropriate texting or emailing, touching and other forms of assault.
- Racial harassment, for example derogatory name-calling, insults, reference to skin colour, racist jokes, ridicule for cultural difference, verbal abuse, and assault.
- Disability harassment, for example not recognising competencies, drawing attention to disability or personal appearance, jokes, ignoring or focussing on a person because of their disability.
- Ageist harassment, for example denigrating competencies, patronising, ridiculing, marginalising, leaving people out of social activities.
  Sexual orientation harassment, for example homophobic jokes or remarks, threats to disclose sexual orientation, ridiculing civil partnerships.
- Religion or belief harassment, for example not supporting religious requirements such as prayer, offering inappropriate catering to minority groups, offensive remarks and jokes, ridiculing religious requirements in dress.
- Gender identity harassment, for example ridiculing personal appearance, offensive jokes and remarks, threats to disclose gender status.
- Status harassment, for example patronising, ostracising or marginalising people e.g. students with different backgrounds, showing favouritism.
Constructive and respectful discussion in academic seminars

Modelled on advice by the Minorities and Philosophy chapter at St Andrews & Stirling.

Tutorials and seminars are meant to promote constructive discussion. It is important when sharing views and arguments that you respect your peers by acknowledging their contributions, allowing everyone an opportunity to contribute, and showing respect over sensitive topics. Here are some guidelines.

1. Respect
1. Be polite and professional in manner at all times.
2. Don't speak over others, especially toward the beginning of an exchange (there's more room for back and forth with interruption later, but it's always good to let people get their point out first).
3. It's good to acknowledge your interlocutor's insights as well as those of previous contributors.
4. Don't present objections as flat dismissals (leave open the possibility that there's a response).
5. Don't act incredulous, roll your eyes, make faces, laugh at a participant, or start side conversations.
2. Inclusiveness
1. Don't dominate the discussion.
2. Try not to let your question (or your answer) run on forever. Raise one question per topic (follow-ups developing a line of thought are okay, but questions on separate topics can wait).
3. It's OK to ask a question that you think may be unsophisticated or uninformed: it can be valuable to other listeners.
4. Don't use unnecessarily offensive examples.
3. Constructiveness
1. Get involved in discussion – all ideas are useful.
2. Do ask questions about other discussants' ideas or arguments. Ask to clarify if you do not understand everything or ask how they would respond to a certain counter- argument.
3. Objections are fine, but it's also always okay to build on a speaker's comment. Even objections can often be cast in a constructive way, and destructive objections can often be usefully accompanied by a positive insight suggested by the objection.
4. There's no need to keep pressing the same objection (individually or collectively).
5. Do think of the best possible ways to defend your interlocutor's position, even if their defense is not sufficiently strong enough in your estimation.
See also the Charter for Responsible Public Debate developed by the Young Academy of Scotland.

School of Classics: code of conduct for staff and students

General

In one-to-one meetings

In classes and other group activities

Appendix 1

Appendix 2