Interpersonal Boundaries in Teaching and Learning

Editor's Notes 1 Harriet L. Schwartz 1. Boundaries and Student Self-Disclosure in Authentic,Integrated Learning Activities and Assignments 5 Melanie Booth Several contemporary pedagogies foster student self-disclosurein classrooms and within assignments. Exploring power, privacy, andthe ethics of response, the author helps faculty reflect on howthey design learning activities and respond to students'sharing of personal information. 2. Managing Boundaries in the Web 2.0 Classroom 15 Bree McEwan Faculty members who use social media in their teaching face anarray of boundary questions. The author provides a contextualunderstanding of various Web 2.0 spaces, helping faculty to moredeeply consider boundaries with students, particularly regardingappropriate points of connection, self-disclosure, andavailability. 3. Millennial Values and Boundaries in the Classroom 29 Chip Espinoza Exploring the concept of generations and the ways in whichgenerational differences can lead to boundary conflicts, the authordescribes Millennial values and helps faculty understand how tobridge the generational divide while balancing their own values andMillennial students' expectations. 4. We're All Adults Here: Clarifying and MaintainingBoundaries with Adult Learners 43 Melanie Booth, Harriet L. Schwartz Faculty members who teach adult students face unique boundarychallenges as they may share similar life experiences with theirstudents and may also be working from an andragogical perspective.The authors propose four strategies to help faculty establish,adjust, and maintain boundaries with adult learners. 5. The Coconut and the Peach: Understanding, Establishing, andMaintaining Interpersonal Boundaries with International Students57 Miki Yamashita, Harriet L. Schwartz Interpersonal boundaries are culturally constructed and thus maybe understood differently by American-born faculty andinternational students. The authors provide examples ofintercultural misunderstandings and strategies for faculty memberswho wish to connect more effectively with internationalstudents. 6. Complicity or Multiplicity? Defining Boundaries for GraduateTeaching Assistant Success 71 Karen Dunn-Haley, Anne Zanzucchi Graduate teaching assistants (GTAs) face boundary challenges notonly with the undergraduates they teach but also in themultiple-role relationships they have with senior faculty members.The authors describe a comprehensive development program designedto help GTAs cultivate their professional identities and respond toboundary dilemmas. 7. Crossing Boundaries in Doctoral Education: RelationalLearning, Cohort Communities, and Dissertation Committees 85 Elizabeth L. Holloway, Laurien Alexandre Doctoral education has historically promoted a competitiveindividualistic culture among students and faculty. The authorsdescribe their program in which program founders and faculty havereimagined doctoral education as a collaborative and connectingendeavor; they also share the boundary implications and adjustmentsneeded to foster this culture change. 8. Reflection and Intention: Interpersonal Boundaries inTeaching and Learning 99 Harriet L. Schwartz Reflecting on this volume, the author identifies five themes:increase our awareness of power and positionality; examinereflexive boundaries; explore the assumptions we hold about ourstudents; clarify expectations; and offer transparency. INDEX 103