As we begin another calendar year, this is a great
time to self-reflect in order to start off the spring semester on the right
foot. Like our mid-semester student evaluations, this is our time to evaluate
what works and does not work for us as educators as we begin a new semester.
With our ongoing transition back to in person and
on-campus instruction, many of us are finding the need to establish or
reestablish boundaries that may have become blurry. Often, many of these
boundaries are understood or listed in our Faculty Handbook, Staff Handbook,
and Student Handbook. Other boundaries can be culturally, socially, or
generationally understood with many shades of faux pas or misunderstandings.
However, instituting clear boundaries can help with miscommunications and provide
support for everyone in the classroom and for ourselves beyond the walls of the
university. Our overarching goal is to create an
equitably inclusive environment through effective communication!
What
are Healthy Boundaries?
Considered to be a foundational skill for all
relationships and interdisciplinary work, boundaries are the “invisible
[lines] that define defines what behaviors are acceptable for an individual,”
which can be physical, emotional, time-oriented, and/or spatial. Essentially,
they are the standards of how we want to be treated that can be fluid depending
on the circumstances and who these boundaries are for. All of our boundaries
should be different whether we are interacting with a colleague, a student, a
mentor, friend/family-member, or ourselves. According Jaya Roy at the Berkeley Well-being
Institute, boundaries are not just something “that
separates ourselves from others,” but rather “a way to connect deeper to
ourselves and the people around us.”
Boundaries
for Your Students
- How and where to sit in the classroom
- Phone and technology usage
- Trigger warnings and clear expectations
Often, student behaviors come to mind when we think of
boundaries in and out of the classroom. Many of these boundaries are
established on the layout of our in-person and online classrooms. We and our
students are assigned a physical or virtual space to meet for class at
designated times. Interacting in this physical or virtual space has its own
[hopefully] understood absolutisms, such as dressing in daytime clothes for
class instead of pajamas, coming prepared, and providing respect.
Some rules may be clearer than others to your students,
but it is a great opportunity for you as the instructor to address and institute
these boundaries. During the first weeks of class, you can clearly state and
enforce non-negotiables for your class, such as sitting attentively towards the
front of class or a clear technology rule. Other expectations may be more fluid
and defined by both you and the students, such as how to approach trigger
warnings and defining clear expectations. For the steadfast non-negotiables,
place them in your syllabus, highlight them on Canvas, and verbalize them
during class. For the negotiables, consider discussing through a living
group work contract so students can have their voices heard
or help define mutual expectations in regards to technology usage, trigger
warnings, and expectations.
Boundaries
for Interpersonal Interactions with Colleagues and Students
- State your boundary rather than providing a “no statement.”
- Designate your off-hours from email and your commitments.
- Choose how you would like to be addressed and treated.
For everyone you interact with, do not forget to
establish boundaries early on, but this does not mean to introduce a series of
“no” statements. If a “no” statement is presented, you are then communicating
that this boundary has already been crossed in the past or present. Those “no”
statements can easily place yourself in a defensive position rather than in
control of your classroom and work-life balance because they often present themselves
as a reprimand. Why start the semester reprimanding when a boundary has not
been crossed? If you are approaching boundary dilemmas as a fresh or veteran
instructor, the best course of action is to use self-reflection on areas that
you would like to improve or establish that work-life balance. Choose hours that
you designate as off-hours from students, committees, and colleagues with exceptions
for emergencies. Declare how you would like to be addressed in meetings and
presentations.
Dr. Harriet L. Schwartz of Carlow University recommends
to communicate
those boundaries clearly with an understanding of flexibility because
boundaries can be fluid and dependent on the circumstances. Because, in
essence, what we really are communicating are preferences. For example, I
may not respond to an 11:00 PM email until hours later in the morning; however,
if I have a student or colleague in a legitimate crisis and I choose to check
my email outside of working hours, I will more often than not respond. That is
not breaking a “no” statement rule of “no email responses after the workday,”
but rather a flexible boundary of “I do not diligently check my email as
frequently as I would during my normal working hours. You may not hear from me
until 8am the next day.” The former statement is succinct but can easily create
anxiety for the student or be a point where the instructor falls into the habit
of not truly meaning what they say. The latter statement indicates a preference
and a reasonable approach to exceptions without over-promising.
Boundaries
for Yourself
- Organize your schedule
- Create a supportive network
- Register for professional development
Finally, boundaries extend beyond interpersonal
interactions. They can delineate how you prioritize yourself and your
well-being, while navigating the intersectional hurdles of identity, privilege,
and power. If you do not create boundaries for yourself on how you treat
yourself and your time, creating those boundaries with others can become much
more daunting. This semester, I challenge everyone to attempt to organize a
schedule that will carve-out time for research, teaching, family time, and self-care.
Nurture your brilliant minds and emotional intelligence by seeking out a
supportive network. Try to seek out professional development opportunities to
create new opportunities or skills. And finally, give yourself grace and the
space to try new things.
Have a great start to your semester and be on the lookout
for the Center for Faculty Excellence’s Spring Workshop Offerings!
Dayton
L. Kinney, Ph.D.
Coordinator
of Teaching, Learning, & Academic Excellence
Center for Faculty Excellence (CFE)
Texas Woman’s University
Stoddard Hall – Room 305A
940.898.3427
dkinney@twu.edu
