An essay by Dr. Jennifer Sasser, gerontology program director, was published in the International Journal of Reminiscence and Lifelong Learning in January 2015.
Melanie Booth, dean of learning and assessment, contributed chapters to New Directions for Teaching & Learning: Interpersonal Boundaries in Teaching and Learning published by Jossey-Bass in October 2012.
This is the 131st volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
Dr. Booth authored one chapter and co-authored another chapter with the book's editor, Harriet L. Schwartz.
Booth's chapter, Boundaries and Student Self-Disclosure in Authentic, Integrated Learning Activities and Assignments, strives to answer the question: How do we navigate the boundary challenges that arise when activities and assignments that are intended to foster and assess authentic and integrated student learning result in students disclosing private information?
About the book
While issues of interpersonal boundaries between faculty and students is not new, more recent influences such as evolving technology and current generational differences have created a new set of dilemmas. How do we set appropriate expectations regarding email response time in a twenty-four-hour, seven-day-a-week Internet-connected culture? How do we maintain our authority with a generation that views the syllabus as negotiable?
Complex questions about power, positionality, connection, distance and privacy underlie these decision points. This sourcebook provides an in-depth look at interpersonal boundaries between faculty and students, giving consideration to the deeper contextual factors and power dynamics that inform how we set, adjust and maintain boundaries as educators.