How would you respond to this invitation: “Professor, our cohort is going out for dinner and a few drinks to celebrate the end of another class. We would love it if you would join us.”
To complicate it, let’s assume that you really connected – personally and intellectually --with this group of adults over the course of eight weeks. Plus you’re down-right famished and just a little bit dry. Being that the invitation is an offshoot of your professional relationship with your students, must you look beyond hunger or thirst levels as the rationale for your choice?
Situations like these force adjuncts to consider the ethical boundaries, not always drawn with bright lines, of interaction with students outside of the classroom. You can find the horns of a dilemma here. Research shows that interacting with instructors outside the classroom can positively benefit a student socially and academically (see the prior entry on emotional intelligence in the classroom). At the same time, by socializing with students, the instructor might enjoy a power differential, risk losing objectivity, and undermine the professional nature of the relationship. (Rupert at 662).
With those competing interests in mind, what are your available options?
Does the fact that this is an adult program alter the equation? Does the timing of the invite – after the course rather than during it – matter? What if the request came from a single student rather than the whole class?
There is some interesting research on the contours of the professor-student relationship. Click here for an article in the Journal of Higher Education that explores “dual relationships” in higher education. Click here for an article using short case studies to consider ethical issues facing college professors (including social invites). And finally, click here for an offbeat article about an instructor who hosts colleagues and students at his home bar. What do you think about that?
Please feel free to share your thoughts in the comments section.
Reference: Rupert, Patricia A. and Holmes, Deborah L., Dual relationships in higher education. Journal of Higher Education; Nov/Dec97, Vol. 68 Issue 6, p660-678.
5 comments:
Great posting and I have been in a similar situation. I had a great cohort and we just finished their first two math classes and they were exhausted. They invited me for bite to eat after their last class. I normally have only a snack before class so I can appreciate your comment about hunger.
However I believe that there should be a boundary between the students and the instructors. Despite the students being "older" than traditional students, they still need to know that the instructor deserves respect and is in a position of authority. The classroom is also not the workplace. They simply are not free to make phone calls, walk out in the middle of the class etc. The instructors have worked for many years honing their technical skills and are making a sacrifice to share their knowledge with the students. Also whereas the work environment allows social interaction at all levels in the organization, such behavior in the classroom may be problematic and could lead to compromising the academic integrity of current classes or for future instructors. I try to foster a level of respect through my dress, my language and by being very accessible to the students. They know that I love the subject matter and want them to develop a deep appreciation for the subject matter as well.
Call me old fashioned. I would be interested in hearing your comments
John, Thank you for taking the time to share your thoughtful insights. At the end, you emphasized the importance of the class recognizing your passion for the subject matter. To take that a step further, what if the conversation at the post-class dinner centered on that very subject matter? Would that variable affect your options?
I feel that interaction with students beyond the classroom and/or beyond the subject matter can be healthy and can help the student and instructor. The instructor, however, must tread with caution.
During a semester, it may be uncomfortable (if not inappropriate) for an instructor to fraternize with the students outside of the classroom; however, I find it immensely valuable to arrive to class significantly early and chat with the students about topics other than the class subject. This is a rare opportunity to a) earn their trust, b) find out aspects about them that might aid in teaching them or might assist me in relating the course to their lives, and c) break down the “us vs. him” barrier that can exist between students and the instructor.
It is conceivable for an instructor to be in a social setting with students. The success of such a gathering could depend on the maturity of the various students as much as on the decorum of the instructor. I do agree with John, who says there should be a boundary between students and instructor. That boundary naturally exists. Managing that boundary is the responsibility of the instructor. Also, a situation outside of the classroom that is instigated by the students may be more ethical than one prompted by the instructor.
In answer to the specific questions raised in your post:
- Available options may vary for different cohorts (and different instructors) depending on their individual and collective personalities, maturity levels, and socialization skills (including that of the instructor).
- The fact we are discussing this in the context of an adult program would lead us to expect higher maturity levels and socialization skills, and thus potentially greater success for instructor/student interaction beyond the classroom.
- An invite after the course is completed may be considered more appropriate; however, typically grades would not be finalized yet, which may still suggest an ethical dilemma. (Attempting to de-emphasize grades in class and trying to make grading as objective as possible may help to soften this issue.) Also, an invite that involves a group of students may pose less of an ethical dilemma than an invite involving one student.
Just as in traditional business or office situation, the instructor needs to be wary of proper behavior with students, inside or outside of the classroom. However, in certain situations, refusing interaction outside of the classroom as a policy may prevent an opportunity for the instructor to further pique a learner’s interest in the course subject, even if in a less direct fashion than in the classroom. (As an adjunct, each of us is really a spokesperson or "poster child" for our respective industry.)
------------------------------Interesting article on the professor’s home bar as a weekly gathering spot!
Each teacher could adopt a position on this subjectively and be fully justified for the position he/she takes. My position is based on my teaching philosophy and style: I think that the teacher should remain open minded to interact with students in every valuable way possible provided certain principles are not violated /compromised. These would include impartial treatment to students, fair grading (not subjecting these to the new 'friendships' /'favorites', maintenance of standards + benchmarks ... and the like. In the East, traditionally there has been a strong emphasis on the teacher -student relationship dynamic and this helps build the learning curve.
Great posting... enjoyed reading it and the thoughtful comments!
I liked this blog because is easy understandable and very useful. for me Os X is the best software that i proved before. I really like this kind of technology. Dual display is the better option.
buy viagra
Post a Comment