Dangerous Discussions Home Page
Engaging Dangerous Discussions: Heat and Light Without Flames

BOUNDARIES:  Personal vs. Professional vs. Academic

Dangerous Discussions: 
Topics/Questions Within Courses

Discussion Activities

• Sample statements of the "issue"

• Questions for guiding discussion about factors, resources, ... that influence how and where boundary lines can be drawn.. or moved

• Sample list of factors, resources, ... that Influence how and where boundary lines can be drawn.. or moved

• Related queries

• Sample list of factors, resources, ... that Influence how and where boundary lines can be drawn.. or moved
• More to be added...

Discussion Activity - Sample Statements of the "Issue"

Which version is more/less inflammatory?  For whom?  Under what conditions?

Which versions are more conducive to constructive results?  For whom?  Under what conditions?

1. Personal vs. Professional 
   To what extent, how, and when should “personal” issues enter course discussions?  Death or birth in the family?  Chronic illness of the faculty member?  Where are the boundaries between “personal,” “professional,” and “academic”?

2. Relevance of Outside Experience
   To what extent, how, and when should students’ outside-the-classroom, off-campus experience in “relevant” areas be acknowledged or discussed?

3. More to be added...

Back to Top of Page

Discussion Activity - Key Questions for Setting or Changing Boundaries

• What are some examples from your own experience when you found the usual boundaries between professional, academic, and personal issues to be quite helpful in dealing with a situation that challenged these boundaries?  Why?

• What is are some examples from your own experience when you found the usual boundaries between professional, academic, and personal issues inadequate or uncomfortable?  Why?

• What factors, conditions, or resources most limit your ability to set or change these boundaries?

• What factors, conditions, or resources would enable you to set or change these boundaries more comfortably, confidently, and easily?

• Who should be engaged in a constructive "Dangerous Discussion" about how personal/professional/academic boundary lines can be drawn.. or moved within your institution?

Back to Top of Page

Discussion Activity - Sample List of Factors, Resources, ... that influence how personal/professional/academic boundary lines can be drawn.. or moved

Which of these factors needs more explanation? 
Which needs amendment? 
What needs to be added to this list?

• Over-Conscientious Faculty

• Under-Conscientious Faculty

• Learner Responsibility (small group work; learning by teaching)

• Media & Communications (text vs. voice; tools for courses; tools for students; tools for faculty)

• Synchronous vs. Asynchronous

• “Student Development” [Meta-cognition, …]

• Sampling vs. Covering – Setting Limits

• Abstract vs. Concrete Courses

• More to be added...

Back to Top of Page

Also, see queries developed about Education, Technology, and Change.  See:

<<http://www.tltgroup.org/gilbert/QuakerQueriesIWswg2-19-01.htm>>
 

Back to Top of Page