“Setting, adjusting, and maintaining boundaries with students is a deeply reflective process that challenges us to consider and reconsider our assumptions and understandings of ourselves, our students, and our position as educators” (Schwartz 2012).

Imagine this: you return to your office on Monday to an inbox full of student emails sent at all hours of the night, each demanding your attention on an urgent matter. You then head to teach where you’re confronted with more requests – the slides from last week’s class, an extension on the proposal draft, and an opportunity to retake the first exam. You want to be available and accommodating to students but are wondering if you’ve stretched yourself too thin. Sound familiar? Then this teaching guide is for you! Below you can learn how to balance structure and flexibility; specifically, how to establish boundaries by setting equitable expectations with students

According to Harriet Schultz (2012), “Relationships [are] a cite and source for learning, power-over and power-with, and relational clarity” (Schwartz,13). 

Therefore, faculty need to:

1. Be attentive and responsive to students
2.  Acknowledge power differentials between faculty and students
3. Clarify boundaries

Students expect faculty to be attentive and responsive to their requests, but what this may look like in practice varies. For some, attentiveness and responsiveness means acknowledging student questions in class, or providing extra study guides for an exam. For others, attentiveness and responsiveness means granting an extension on a project or responding to emails 1 hour after the email is received.

Reviewing relationships also means recognizing that faculty are to a certain extent positioned in power over students. For instance, faculty hold some power over students in evaluating work and assessing their learning. Cultural differences also come into play. For example Yamishata & Schwartz (2012) write that Japanese students in U.S. programs may not approach faculty they do not know well, indicating a power differential. On the other hand, students can also experience power over faculty with, for example, the LIFT evaluations students provide at the end of the semester. Moreover, we know that faculty of color are often unjustly questioned by students about their intellect or qualifications (Hua 2018). 

Ideally, we want to move toward a place where our relationships with students involve power with rather than power over.

Relational clarity then becomes essential to our work. Fortunately, we have have relational clarity when we set and clarify appropriate boundaries. 

“As educators, we may worry that students will be offended if we establish what is and what is not OK in our relationship. But clear definitions of relationship norms actually decrease anxiety and assist students in knowing who plays what role in their lives” (Wyrick 2022).

Be transparent about your expectations

1. Explain not only what your policies are, but why you have them. These policies should be included in your course syllabi and reiterated throughout the semester. 
2. Follow through in consistently upholding your policies. For instance, if your syllabus states exams can only be retaken within 1 week of the exam date and a student requests a retake outside this window, you should deny their request and explain why. Of course, there may be instances where extenuating circumstances lead you to still offer the retake, but in general it is best practice to maintain these boundaries so students. Otherwise, the boundaries serve no purpose. As McMurtie (2023) explains, “Ad hoc flexibility without consideration of its effect on learning can lead to worse outcomes for students. It’s better to build it into a course rather than trying to determine on a case-by-case basis whether students have a “good enough” reason to, say, be granted an extension or an excuse for absence” (McMurtie 2023).
3. Share your policies with colleagues, and ask them about their own. Crowdsourcing with other faculty can be a helpful way to get new ideas and gauge where your policies stand in relation to others.

Offer Equitable Support

Originating from Dr. David Rose, the “Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn” (CAST 2018). UDL's goal is to reduce barriers and create access for everyone. 

The graphic below breaks down how the three part framework can help instructors think about how to create accessible learning spaces for their students.

Provide multiple means of Engagement to make content interesting, relevant, and motivating for students to learn. 

For Example:

• Clarifying the meaning and purpose of learning goals 
• Using prompts, reminders, and rubrics that elevate self-reflection in students 

Provide multiple means of Representations in information or how material is shared using a range of presentation formats and techniques.

For example:

• Connecting prior knowledge to new learning 
• Illustrating through multiple media forms 

Provide multiple means of Action & Expression in ways students can express their knowledge or be assessed on their skills.

For Example:

• Considering how students are engaging with the physical classroom space
• Offering alternative options for student response (e.g., discussion board, video, audio recording, etc)

But, UDL still means maintaining boundaries!

Questions about how to handle student disclosure of sexual assault, suicidal ideations, general distress? Contact University Counseling. Remember, it is not your job as faculty to provide psychological consult or even be on the receiving end of a disclosure. The University Counseling Center has a host of resources to help students who may be in distress and refer appropriate help. 

You should also refer to the Student Accessibility Resource office (SAR) for support if want help working with a student accommodation, or if you think a student may benefit from an accommodation. 

Articles

Booth, M. (2012). Boundaries and student self-disclosure in authentic, integrated learning activities and assignments. New Directions for Teaching and Learning, 2012(131), 5–14.

Hua, L. U. (2018). Slow Feeling and Quiet Being: Women of Color Teaching in Urgent Times. New Directions for Teaching and Learning, 2018(153), 77–86.

McMurtrie, B. (2023, November 14). Toxic Emails, Unrealistic Expectations, and Classroom Disruptions. The Chronicle of Higher Education.

Schwartz, H. L. (2012). Reflection and intention: Interpersonal boundaries in teaching and learning. New Directions for Teaching and Learning, 2012(131), 99–102.

Wyrick, A. (2022, August 29). How to Define Boundaries with Your Students—And Stick to Them. Harvard Business Publishing.

Yamashita, M., & Schwartz, H. (2012). The coconut and the peach: Understanding, establishing, and maintaining interpersonal boundaries with international students. New Directions for Teaching and Learning, 2012(131), 57–69.

Books

Schwartz, H. L. (2023). Connected Teaching: Relationships, Power, and Mattering in Higher Education. Routledge.

Webpages

GVSU Student Accessibility Resources - Policies and Procedures 

GVSU University Counseling Center - Helping Students in Distress