This is an archive of the ACE Workshop website. While all of the original content is available, some features (like forms) may no longer work and there may be broken links (indicated with a strike-through). 


The ACE 

A guide for decision-making and professional development planning during times of crisis.

Basic Needs Syllabus Integration


Add a Basic Needs statement to your syllabus, and be prepared to serve as a resource for students as they navigate challenges related to what you include.


Techniques and Activities to help you explore this practice. 

Define Basic Needs

Think about how you definite “basic needs.” You might start by considering Maslow’s hierarchy, and look particularly at the bottom section of the pyramid. Obvious basic needs include clean air and water, shelter, and food. Health and safety may also be concerns, especially during a public health crisis or when identity groups are targets of violence (such as sexual assault or police brutality). You may also need to think about particular external needs that have to be met for learning to happen, and these may include transportation, technology access, child care, mental health, or the cost of learning materials.

Build a Resource List

Once you identify the basic needs that, if unmet, could interfere with your students’ ability to learn, you will need to educate yourself about the college and community resources that are available to assist students in meeting their needs. Make sure you update this resource list every semester so that you only pass along accurate information. Familiarize yourself with the people who offer the resources so that when students are in need, you can not only pass along a referral, you can make an introduction and facilitate a relationship.

Advocate Around Gaps

If you find that your students have unmet basic needs and you cannot identify any campus or community resources that can help, develop an advocacy plan to improve things. Remember that you can’t change things overnight, so build a coalition of stakeholders (including affected students), ask for institutional leadership to get involved, and craft a deliberate and staged plan to make next year better.

Let Your Words Reflect Care

When it comes to crafting your statement, try to do two things: 1) let your students know that above all else, you care that their needs are met and you see it as part of your job as an instructor to partner with them if they need assistance; and 2) let your statement be a symbol of your care, not the extent of it (in other words, you have to be ready to listen, help, and follow up on these issues if you include a statement on your syllabus).

Craft Your Statement

Craft a statement that demonstrates that you care about your students’ basic needs and that you consider basic needs an academic issue that it is your job as an instructor to assist with. Add this statement to your syllabus and post it near your office door.

Build Your Resource List

Custom build a list of resources that you are educated about that will assist you when students come to you to share their challenges around basic needs. Disseminate that list to students, use it to build relationships with campus and community colleagues who work on basic needs, and share it with colleagues and encourage them to participate with you in this work.

Bring It Home

Most basic needs work on college campuses is done by Student Life personnel, or by offices separate from the teaching faculty. Faculty should consider partnering with these folks to bring these programs into the academic wing of the house. Start a satellite food pantry in your department office; host department resource nights on parenting while in school; start a ride board to help people set up car pools. How can you reflect that basic needs matter to the learning in your program?


Online reading and resources to help dive deeper into this practice. 

Related Slipper-Camp Resources

Check out these PSU-specific resources generated by this spring's Slipper Camp.


A larger community of teachers and learners interested in this practice. 

Discuss on Twitter

If you are active on Twitter, we encourage you to share your thought and ideas using the #ACEFramework hashtag and the #syllabus hashtag to talk about this practice, in particular. 

Join a Meeting

If you are interested in talking to people about the Equity value (for which Basic Needs Syllabus Integration is an ACE-informed practice), we invite you to our hosted Zoom chats. Chats are scheduled this summer on the following dates:

  • Thursday, June 18 from 1:00PM-2:00PM (EDT): Overview of the ACE Framework
  • Thursday, July 9 from 1:00PM-2:00PM (EDT): Equity Practices

Submit Your Ideas

If you find yourself working this summer on a project or approach that uses Basic Needs Syllabus Integration, we invite you to share what you’ve found or created, via the Submit Something button below. If you choose to publicly share your submission, it will immediately become available on this page in the Revisit section. (For particularly compelling submissions, we may also add this to the Explore section of this page.)

Hypothesize with Us

The online annotation tool, Hypothesis, is built into this Web site. Feel free to annotate this (or any page in the ACE Framework) with your own thoughts, critiques, questions, or ideas. You can easily get started with a Hypothesis account (which is free) and learn more about how to use the tool

Join Our Team

Plymouth State University community members are invited to join our Teams site for the ACE Framework. Feel free to use our discussion channel to ask questions, give suggestions, and point to new resources. 


A space for user-submitted ideas, resources, and links related to this practice. 

I might have cheated….

About the Workbook

The Workbook is an online space for you to record your reflections and assignments for the Workshop.

Participants at PSU will be using an Office 365 Word Document (available via the “Files” section of the “General” channel in the ACE Workshop Teams space).

Participants at other institutions should check with their Workshop Facilitator(s) about where to work on their Workbook.

About the Discussion Forum

The Discussion Forum is an online space where all the members of the Workshop can share ideas and reflections and build community

Participants at PSU will be using the ACE Workshop Teams space).

Participants at other institutions should check with their Workshop Facilitator(s) about where to access their Discussion Forum.

About the VidSpace

The VidSpace is an online space for synchronous video meetings among participants (that can also be recorded and shared for asynchronous access).

Participants at PSU will be using Zoom (available via the Zoom tab in the ACE Workshop Teams space).

Participants at other institutions should check with their Workshop Facilitator(s) about where to access their VidSpace. 

About the ACE “Institutional Level”

The ACE Framework is primarily designed for faculty who are readjusting their curriculum during times of regional, national, or global crisis. But in order for the work that faculty do with their assignments and courses to be most effective, it should be aligned with the institutional mission, which should guide policy and structural planning related to curriculum and teaching.

The institutional level of the framework is a reminder to faculty that if their adjustments at the assignment- or course-level are difficult to operationalize successfully, it could be due to larger policies and structures that are mis-aligned with the ACE Framework; advocacy may be warranted to bring the institution into alignment.

The institutional level of the framework is also a call to university policy-making committees, administrators, Boards of Trustees, and legislators that there is much work to be done to prepare university policies and structures to support students and faculty who are learning and teaching through challenging times.