1. Class management/developing boundaries between faculty/students
Brian Van Brunt, Ed.D.
Senior Vice President of Professional Program Development

2. Vignettes from seasoned faculty that provide thoughtful reflections and advice from everyday experience
Research-based suggestions and intervention techniques to help faculty better assess, intervene, and manage difficult behavior
Coverage of special populations, including nontraditional, veteran, and millennial students
Discussion of the latest laws and regulations that should affect and inform faculty’s decisions

3. Expectations about Communication
Introduction
Expectations about Communication
Emotional / Relationship
Financial / Scope of Expertise

4. Introduction What is a Boundary
Boundaries and the general rules or limits we use to govern our behavior based on moral, spiritual, legal and workplace expectations.
These boundaries occur in in two directions, affecting both the incoming and outgoing interactions between a faculty and student

6. Something there is that doesn’t love a wall….

7. Introduction Positive Boundaries
Create clear expectations for behavior
Reduce anxiety and increase trust
Build a sense of community
Set standards for interaction
Correct past negative experiences
Maximize the mentor/student relationship
Creates equality within the classroom
Teach important skills for future classes and work environments

8. Introduction Negative Boundaries
Create conflicts and breaks down community
Break trust and communication becomes less transparent
Poor communication and increased mixed messages
Can display favoritism and unfair bias in class
Can amplify past problems with boundaries
Open risk to legal liability
Dilutes positive teaching relationship

9. Expectations about Communication
Setting clear expectations in your syllabus and during your first class meeting can go a long way to head off technology misuse in the classroom.
Each professor has their own personal feelings about what kind of classroom behavior they would like to see when involving smart phones and laptops.
Some become very upset at the idea of a student texting in class. Others have no problem with it and will check their own phone during quiet periods.

10. Expectations about Communication
Help them know your answer to these questions:
What are your rules on attendance and punctuality?
What about academic integrity issues?
Do you allow food in your classroom?
How do you handle frequent bathroom visits or any getting up?

11. Expectations about Communication
Help them know your answer to these questions:
What are your rules? Do you encourage students to interrupt the lecture with questions or do you prefer them to wait until the end of class?
How are students recognized? Do they “have the floor” or are you in control?
Does gum chewing set your teeth on edge?
Is a quick glance at a cell phone permitted or seen as a sign of disrespect?
Are cell phones allowed at all?

12. Expectations about Communication
Spend the first class exploring:
Why did you decide to take this class?
Is this a class for your major and future career or an elective you have to take?
At the end of the semester, what standard would you use to measure if this class was a good one?
What are some of the things past instructors have done (no names, please) that have detracted from your learning?
How do you learn best? What is your preferred learning style?

13. Expectations about Communication
“You have signed up for a course in the sociology of deviance. This course contains some graphic visual material, questionable language and often will offend or challenge your comfort zone or worldview. Given the nature of the course, it’s likely we will have some impassioned debates and discussions. I would ask that during these times we focus on the issues at hand, be respectful to one another and avoid any personal attacks, raised voices or talking while someone else is making a point or expressing their opinion. The point of this class is to be challenged and learn new ways to see the world from a different perspective. The best way to accomplish this is through listening and respectful dialogue with others who see things differently.”

14. Expectations about Communication
Why is limit setting important?
People rise to the level of your expectations
Remember the student has several different instructors each semester. All with different rules
We all have different pet peeves – if a student doesn’t know what yours are, he/she can’t avoid them
It’s proactive and you get out in front of larger conflicts
If a student doesn’t know what he/she is doing wrong, the behavior won’t change

15. Expectations about Communication
How to set limits well
Establish rapport using your strengths
Be real in your approach, not on a pedestal
Align yourself with the student, articulating why you care and how this conversation promotes success
Describe the behavior – use specific examples
Describe the impacts of the behavior
Listen to the student’s perspective and motivation

16. Expectations about Communication
How to set limits well
Describe what appropriate behavior looks like
Offer resources and ways you can be supportive
Discuss a plan of action
Describe consequences for non-compliance
Summarize the conversation
Follow up in writing

17. Emotional / Relationship
Sharing yourself and your emotions with students can be a tricky task. There are risk and rewards. The key is finding a balance.

19. Distant and overly professorial. Unwilling to get to know students
Goldilocks Example
Overly connected, inappropriate jokes and lack of respect and authority
Distant and overly professorial. Unwilling to get to know students
Present, genuine, engaging instructor who shares their point of view appropiatly.

20. Emotional / Relationship
Being an educator carries with it an element of responsibility and respect for the learning process.
Insulting students, not communicating about classroom expectations and generally taking a holier-than-thou, arrogant stance is not only ‘karmicly’ a horrible way to exist in the world; it also increases the risk of violence in the classroom.
Be a reed in the wind.

21. Financial / Scope of Expertise
Paying for class to go out
Exchanging money for a loan
Outside the class connection to other services like babysitting, cleaning or editing

22. Financial / Scope of Expertise
Giving advice beyond what you are trained to do
Using power differential for personal gain

23. Class management/developing boundaries between faculty/students
Brian Van Brunt, Ed.D.
Senior Vice President of Professional Program Development