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No abstract

University faculty departments are being challenged to adopt guidelines, policies, and procedures on how to maintain professional boundaries in order to keep up with the demands of university Title IX policies and the rapidly changing advances in technology. While some behaviors are more clearly defined as inappropriate (e.g. sexual harassment), others are less well-defined (e.g. texting). What constitutes as harmful unethical behavior on the part of a faculty member depends on the context in which the behavior occurs. As a result, it is important for faculty to maintain clear boundaries in order to prevent harming or exploiting students for their benefit. This book chapter will utilize this case study to: (a) examine the power differential in the student-faculty relationships, (b) examine contextual factors that lead to boundary crossings, and (c) identify preventative measures that can be taken by faculty and students to minimize the potential for boundary violations to occur.

University faculty departments are being challenged to adopt guidelines, policies, and procedures on how to maintain professional boundaries in order to keep up with the demands of university Title IX policies and the rapidly changing advances in technology. While some behaviors are more clearly defined as inappropriate (e.g. sexual harassment), others are less well-defined (e.g. texting). What constitutes as harmful unethical behavior on the part of a faculty member depends on the context in which the behavior occurs. As a result, it is important for faculty to maintain clear boundaries in order to prevent harming or exploiting students for their benefit. This book chapter will utilize this case study to: (a) examine the power differential in the student-faculty relationships, (b) examine contextual factors that lead to boundary crossings, and (c) identify preventative measures that can be taken by faculty and students to minimize the potential for boundary violations to occur.