Awareness Guidelines in the context of academic events

Contents

• 1 Introduction and Purpose
• 2 Principles and Values
• 3 Planning an Event
• 4 Awareness Structures During the Event
• 5 Post-Event Follow-up
• 6 Conclusion and Appendices

1 Introduction and Purpose

Academic events at Ruhr University Bochum – such as conferences, lectures, workshops, and colloquia – are central to the exchange of knowledge, critical engagement, and community-building within the uni-versity. They should therefore be designed in such a way that all participants feel safe, respected, and encouraged to contribute. Experiences of discrimination or marginalization can limit participation and access, especially those from structurally disadvantaged groups.

This Awareness Concept is intended to provide a framework for creating a safe and inclusive space at our university. It outlines the guiding values, responsibilities, and practical measures that should inform the planning and delivery of academic events at Ruhr University Bochum. Its aim is to prevent harm, amplify marginalized voices, and foster respectful and inclusive interactions.

The concept is relevant for all individuals involved in academic events, including those who organize, contribute to, and shape them. It serves as a guidance and support resource for the development of awareness measures in academic settings and provides a collection of different components that can be adapted and applied depending on the event’s framework, context, and target audience. It should be considered an evolving document that can be further developed and adapted in response to specific requirements.

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2 Principles and Values

The following principles and values should guide all academic events at Ruhr University Bochum:

• Respect: We treat all individuals with dignity and respect, regardless of their background, identity, (dis-)ability, age, or ideological or religious beliefs. This includes sensitivity in language and to different needs.
• Inclusivity and Diversity: We actively strive to create spaces in which all individuals, in their diversity and heterogeneity, can participate fully in events.
• Anti-Discrimination: We do not tolerate any form of discrimination, harassment, or exclusionary behavior. All participants are expected to uphold these standards and contribute to an atmosphere of mutual respect.
• Awareness: Academic environments are shaped by hierarchies and power dynamics, whether formal (e.g., institutional positions) or informal (e.g., language fluency, social capital). These power dynamics should be critically reflected upon, particularly when they lead to the repression or marginalization of less privileged individuals. We encourage self-reflection and openness to feedback.
• Transparency: Our procedures and expectations are communicated clearly to all participants before and during events.

These principles are in accordance with the Anti-Discrimination Directive of Ruhr University Bochum.

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3 Planning an Event

Designing inclusive events is not only a matter of responding appropriately to incidents but above all about preventing barriers to participation and exclusion in advance. In this sense, events require careful planning with regard to accessibility, internal and external communication, team preparation, and participant support. The following measures outline proactive steps to create a respectful and welcoming atmosphere for all participants at an event.

3.1 Code of Conduct

A clear and accessible Code of Conduct is a key preventive tool for clarifying the expectations regarding respectful behavior at academic events. It outlines the principles for interaction, defines unacceptable behavior (such as discrimination, harassment, and disruptive conduct), and explains the consequences of violations. The Code of Conduct is made available to all participants prior to the event and is also displayed prominently or included in the event materials. By registering or participating in the event, individuals agree to abide by these rules. The Code of Conduct should be written in inclusive and easily understandable language and include information on how to contact the Awareness Team or the event organizers in case of concerns. It serves both as a guideline for creating a respectful atmosphere and as a reference point for responding to misconduct if necessary.

3.2 Things to Consider While Planning the Program

When designing the program of an academic event, several aspects require careful consideration in order to create an inclusive and comfortable environment for participants.

It is important to reflect on how speakers are selected and to aim for a diverse range of contributors. Ideally, speakers should be invited based on the quality and relevance of their work rather than the prominence of their name. Well-known individuals are not always those producing the most innovative research or relevant research and thus, programs should include not only senior scholars but also early-career researchers and those offering innovative perspectives. Expanding the pool of invited contributors can help diversify perspectives and provide space for emerging voices.

The structure of the program should allow participants to meet their basic needs without having to miss important parts of the event. This includes scheduling regular and sufficient breaks for meals, hydration, restroom use, and rest. Overly tight schedules that pressure attendees to remain in the room continuously or risk missing key sessions should be avoided.

Food provisions should be planned with a variety of dietary needs in mind. It is therefore recommendable to ask participants about their dietary needs during advance registration and share this information with the catering service and/or restaurant.

3.3 Accessibility Planning

Accessibility is fundamental to ensuring that all participants can fully engage in academic events. Physical accessibility includes, for example, providing barrier-free entrances, wheelchair-accessible restrooms, adequate signage, and reserved seating for people with disabilities. Digital accessibility involves offering materials in accessible formats (e.g., screen-reader-friendly PDFs), live captions for online events, and ensuring technical support during digital sessions. Language accessibility should also be considered by using clear language, offering translations or interpretation where possible, and taking into account the diverse linguistic backgrounds of the participants. Accessibility must be considered from the earliest stages of event planning and should be clearly communicated to participants in advance, including information on contact points for individual accommodation requests.

3.4 Inclusive Language Guidelines

Language shapes our perceptions of who belongs and who is excluded. Inclusive language avoids assumptions about gender, race, class, ability, or other social identities and actively affirms diversity. At our events, all communication—whether spoken, written, or visual—should use gender-neutral terms.

The identities of all individuals are respected, for example through the use of correct pronouns. Ableist, racist, sexist, or otherwise discriminatory expressions should be avoided. Event materials should model this standard, and speakers and moderators should be encouraged to pay attention to inclusive practices in their contributions and interactions.

• A guideline on inclusive language

3.5 Guidelines for Discussions

In advance, it should be clarified how discussions will be structured to ensure that no single individual dominates the conversation and that others are not marginalized or prevented from contributing. Suggestions for structuring question-and-answer sessions can be found in the Guidelines for an Inclusive, Respectful, and Constructive Discussion at the end of this document. In addition, moderators should be consulted in advance about whether they prefer specific procedures for determining the order of contributions (for example, a hand or finger system [see below] or prioritizing speakers based on the order in which they indicate they wish to speak). These guidelines should be clearly communicated to all participants prior to the event.

3.6 Quiet Room and All-Gender Restrooms

Where possible, a designated quiet room should be provided to allow individuals to retreat if they need a break from social interaction or sensory stimuli. This space should be clearly marked, easily accessible, and set up with consideration for privacy and comfort. In addition, the nearest all-gender restrooms — alongside binary restrooms — should be clearly signposted in order to respect the needs of all people regardless of their identity or appearance. If there are no all-gender toilets nearby, toilets may be temporarily redesigned for the duration of the event. In such cases, it is recommended that both men's and women's restrooms are clearly labelled with a sign to indicate the available facilities (e.g., sitting or standing toilets). These facilities play an important role in ensuring that all participants feel respected, safe, and welcome during the event.

3.7 Awareness Training or Briefing for Staff/Volunteers

To create a respectful and inclusive atmosphere, all staff members, volunteers and event organizers should be appropriately prepared. Ideally, an awareness training or briefing session should be conducted before the event. This training should cover the principles of the Awareness Concept and the Code of Conduct to clearly define the responsibilities of the team members. Special attention should be given to practical skills, such as how to respond to reports of inappropriate behavior and how to handle conflict in a de-escalatory manner.

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4 Awareness Structures During the Event

While careful planning significantly reduces risks, it is equally important to have clear structures in place during the event to ensure that any issues that may arise can be addressed appropriately. Awareness structures are intended to ensure that all participants know whom to contact if they experience or wit-ness inappropriate behavior, feel uncomfortable, or need support. These structures should be visible and easily accessible, and they should be based on the principles of confidentiality, empowerment, and de-escalation.

4.1 Communication

Clear and transparent communication is essential for effective awareness work. At the beginning of the event, organizers should explicitly address the measures taken during the planning phase to create an inclusive environment, outline their expectations for participants, and highlight points of particular rele-vance. This includes referencing the Code of Conduct and general behavioral guidelines, clarifying whom to contact in case of different types of incidents, explaining any specific discussion rules, and indicating the locations of both binary and all-gender restrooms as well as Quiet Rooms, where available.

4.2 Awareness Team

Ideally – and especially for large conferences – a dedicated Awareness Team should be present through-out the event. Team members should be easily identifiable by badges, vests, or other visual markers, and their contact information should be provided in event materials and displayed at key locations. The Awareness Team's primary task is to offer low-threshold support to participants, listen to concerns, and mediate conflicts if necessary. Team members will have undergone a mandatory awareness training ses-sion before the event and will be familiar with basic de-escalation techniques, confidentiality standards, and reporting procedures. For smaller events, it is recommended to appoint at least one designated Per-son of Trust who can fulfill these responsibilities in an approachable and informed manner.

4.3 Support Offers

Participants who experience discrimination, harassment, or other transgressions must be able to obtain support quickly and without difficulty. The awareness team can offer direct emotional support to those affected, accompany them to a quiet area, or, if desired, assist them in filing a complaint. In doing so, the wishes of those affected and their autonomy are to be respected. In addition to the option of seeking out a low-stimulus room, it is also advisable to establish a general information point where one or more designated contact persons are available to provide information about counseling services and support-ive resources such as glucose tablets, tissues, and stress balls.

▪ The Unser Campus project offers awareness consultation and awareness bag rental service.

4.4 Reporting Mechanisms

Reporting mechanisms must be simple, confidential, and clearly communicated. Participants should be able to contact the Awareness Team either in person during the event, via a dedicated phone number, or through a digital contact form (for hybrid or online events). Anonymous reporting options may also be provided where possible. All reports should be treated seriously and handled with care, focusing on the needs of those affected rather than on the reputation of the event or institution.

4.5 De-Escalation Strategies

De-escalation strategies focus on restoring a respectful and safe atmosphere rather than escalating ten-sions. If conflicts or problematic behavior arise, the Awareness Team and event organizers should priori-tize de-escalation over confrontation. This includes calmly addressing inappropriate behavior, offering opportunities for reflection and correction, and, if necessary, implementing proportionate measures such as asking individuals to leave the space. In situations where immediate safety is a concern, a clear proto-col for involving security personnel or external support (e.g., emergency services) should be in place.

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5 Post-Event Follow-up

Awareness work does not end with the conclusion of an event. A careful and transparent post-event follow-up is essential to assess how well preventive and responsive measures worked, to learn from any challenges, and to strengthen inclusive practices for future events.

5.1 Evaluation and Feedback Collection

After the event, participants should be given the opportunity to provide feedback on their experiences with regard to safety, inclusion, and accessibility, anonymously where possible. Surveys should include specific questions on the effectiveness of the awareness structures and allow participants to share addi-tional comments or suggestions. Where possible, different formats for providing feedback (e.g., online forms, phone feedback, in-person debriefs) should be offered to increase accessibility.

5.2 Improvement Strategies for Future Events

Feedback and incident reports should be reviewed jointly by the organizing team, the Awareness Team, and, where applicable, relevant institutional bodies. Based on this review, concrete improvement strate-gies should be developed to enhance the effectiveness of future awareness work. These may include adjustments to the Awareness Concept, changes in venue or accessibility measures, new training ele-ments for staff, or expanded support offers. Ongoing commitment to reflection and improvement are essential to making academic spaces more inclusive and respectful for all participants.

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6 Conclusion and Appendices

By implementing this Awareness Concept, we affirm our commitment to creating academic spaces that are as accessible and inclusive and possible and that take into account the diverse needs and experiences of all those involved. Creating awareness is not a one-time task, but an ongoing process that requires attention, reflection, and active engagement from everyone involved. We invite all participants to join us in fostering a respectful, empowering environment in which critical dialogue, learning, and research can thrive without fear of discrimination or exclusion.

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