What makes a lasting connection between students and faculty? The answer, according to Associate Professor Jacob Rawlins, may lie in boundary work.
When you think of the word “boundary,” you might imagine red tape, construction zones, or property lines that physically separate people under penalty of trespassing. Associate Professor Jacob Rawlins (Editing, The Publishing Business) has adopted a more flexible definition of boundaries—he shared his thoughts at the College of Humanities’s inaugural Frieda Olga Wunderly Lecture (formerly known as the “Teaching Lecture”) on February 29, 2024. The newly named lecture honors the life and work of the late Wunderly, who taught German, French, and business writing courses at BYU from 1916 to 1924. As this year’s featured lecturer, Rawlins presented the concept of metaphorical boundaries as they pertain to universities. He introduced four ways that BYU faculty can engage in rhetorical “boundary work,” particularly in their interactions with students, as they navigate the complex relationships between different facets of their jobs.
Boundaries Around Learning
Early in his lecture, Rawlins addressed the importance of helping students navigate their programs on the path to graduation. He presented a visual map of the editing and publishing major to show the boundaries separating each class group (editing-focused classes, linguistics classes, etc.) and how they help students map their education. He said, “We provide boundaries and divisions to guide our students so they don’t have to stumble through the course catalog . . . We provide visual representations and detailed guides to help them know what to take to graduate each major and minor.” Rawlins explained that while the catalog divides courses into discrete sections, each available course acts as a valuable stepping stone for students while they advance in the program, and the classes build on each other to help students become more prepared for the workforce. He said, “The faculty act as architects of the boundaries. We carefully design our programs to draw on the best combination of university core courses, required courses, and elective courses to prepare our students to enter our disciplines.”
Boundaries Between Disciplines
Rawlins discussed how professors have the opportunity to help students receive exposure to different disciplines, which strengthens students’ understanding of their own area of study. He emphasized that teaching should not be limited if it does not fall neatly within the boundary of a major or discipline—allowing students to broaden their education can lead to more growth and can make them better at what they do. He cited how many of his graduated editing students have gone on to work in other fields like literature, science, engineering, or business, putting their editing skills to use there. Typical editing classes don’t teach students engineering jargon or business strategies, so taking a broad range of classes has helped students editing in those fields become better at their jobs. Rawlins said, “My approach to boundaries and linguistics has been to learn to articulate where the boundaries lie between the programs, but also to articulate the opportunities for overlapping interests, collaboration, and ultimately building unity.”
Boundaries Before Careers
Rawlins described how faculty have the responsibility to help students cross the border between education and career—standing as mentors and guards at that transitional gateway. With expertise, intuition, and understanding of students’ unique abilities—plus a mindfulness about the realities of certain career paths—faculty members can give advice to guide students toward fruitful career paths, both in and out of the classroom. Rawlins conveyed that strengthening students’ visions for their careers should involve experiential learning opportunities like internships, guest speakers, and designed work simulations. His editing students, for example, have the opportunity to participate on the staff of Stowaway Magazine, where they write, edit, design, and produce the whole magazine themselves while practicing important career skills like communication and problem solving. Rawlins said, “When we expand student vision through carefully planned activities and experiences along with honest advice, we can point the way through the gate and smooth their passage through the rough transition.”
Boundaries Between Discipleship and Scholarship
Finally, Rawlins emphasized the importance of faculty members incorporating their faith into scholarship. He explained that BYU professors will need to learn how to navigate the boundary between their academic pursuits and spiritual life. He said, “In practical terms, this may mean talking about our church callings during class or beginning class with a prayer. It also may mean taking time in classes to discuss connections between our subjects and the scriptures. For me, however, the most powerful demonstration of discipleship is in how we love our students.” He shared his own story of how a professor made a positive impact in his life by simply calling and offering to accept late work when Rawlins was struggling as a new freshman at BYU. That simple act of mercy continues to inspire Rawlins’s interactions with his students to this day, prompting him to reach out with an open mind and heart.
At the conclusion of the Wunderly lecture, Rawlins reiterated the importance of boundary work, stating that boundaries can act as opportunities, not barriers. He also emphasized the valuable role that faculty members play in the lives of students. He said, “Our students see us as examples of our disciplines. They should also see us as examples of Christlike love and faith. When they walk away from BYU, no matter which direction they go, our students should be able to look back to us and see us with our hands outstretched in faith, mercy, and love.”