Harriet L. Schwartz

• PhD
• Professor at Antioch University

This book is a step-by-step guide to designing and realizing a constructivist critical incident (Constructivist CIT) study. This qualitative methodology explores critical moments in people's lived experiences. The authors offer the first comprehensive overview of Constructivist CIT, a structured, yet flexible methodology used to explore lived exper...

This book explores teaching as a relational practice – a practice wherein connection and disconnection with students, power, identity, and emotion shape the teaching and learning endeavor. Author, Harriet L. Schwartz describes moments of energetic deep learning and approaches that encourage these moments. She calls on readers to be open to and seek...

Radical empathy positions us to engage and connect with our students while also staying grounded in our role and responsibilities as educators.

The purpose of this sourcebook is to explore teaching and emotion in higher education.

Interactions with students are a significant part of teachers’ lives. Dr. Jordan and Dr. Schwartz propose the concept of radical empathy to encourage optimal learning and growth on the part of students and teachers. They call on faculty to be more intentional in their interactions with students and open to how they may be affected by students. They...

How do teachers situate themselves in their roles as assessors of student work? How do they maintain high standards and provide critical feedback while also doing their best not to shame students who fail to meet those standards? The purpose of this article is to propose a relational approach to assessment. This approach calls on faculty to conside...

Assessment is a critical activity in the life of a professor. The authors’ interest in professors’ internal experiences of assessment led them to conduct a grounded theory study in which they interviewed 16 faculty teaching in social science and pre-professional programs, asking them to reflect on assessing master’s thesis and capstone projects. Th...

Meaningful interactions with faculty can help graduate students’ progress successfully through their academic work, develop scholar-practitioner identity, and begin to cultivate academic relationships and relational skills that will help them succeed. These outcomes emerged from a critical incident technique study in which we interviewed 21 master’...

In the course of a typical week of graduate study, which interactions with faculty are meaningful to students? Having previously studied meaningful academic relationships, we wanted to focus specifically on the incident level of interactions between students and faculty. We wanted to record not only the obviously significant conversations but also...

Intellectual mattering, the experience that our thinking matters to another person, is an intention we can bring to our work with students and also an outcome of that work. The idea of intellectual mattering emerged from qualitative research on teaching and learning interactions and relationships and is further explicated by extant mattering litera...

This chapter explores international students' perspectives of boundaries in the American graduate-level classroom, specifically considering the culturally based essence of boundaries.

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.

Working with adult learners presents a unique set of interpersonal boundary questions. This chapter considers characteristics of adult learners, relevant frameworks for considering boundaries, and four specific strategies to help instructors increase clarity and intention regarding boundaries with adult students.

Meaningful academic relationships between adult master’s students and their professors can both deepen students’ learning and serve as a regenerating force for professors. This study employed grounded theory methods to explore the question, “What goes on in relational practice between master’s students and professors?” I interviewed 10 matched pair...

Determining and maintaining interpersonal boundaries with students is an ever-present yet rarely-discussed element of teaching graduate students. Where to meet students for advising appointments, how much to self-disclose in the classroom, and whether to collaborate with students on community projects – these are typical of the challenges that grad...

There has been much discussion about the issue of boundaries on Facebook. Some suggest faculty members can resolve potential dilemmas in relation to students by making sensible decisions about what to post and by fine-tuning privacy settings. But the challenges and opportunities run deeper. For those who want to be appropriately accessible to stude...

The senior student affairs officer who is invested in encouraging and maintaining an involved campus community must support a strong student government.