ABSTRACT
This chapter begins the exploration of boundaries with an overview—clarifying the faculty role, defining boundaries, and considering identity and power. It discusses three contextual elements of the digital age: discomfort with new technology, shifting constructs of time, and the changing nature of self- disclosure. The chapter also discusses technology as a source of stress, a shaper of time, and a force that has blurred distinctions between professional and personal context. Context collapse in the digital world and in social media spaces in particular can lead to unintended multiple relationship scenarios. The chapter considers reflection, intention, and relational and role clarity as strategies for a connected teaching approach to boundaries. We approach boundaries with greater intention by calling on the mindful pause, engaging in explicit communication, and offering transparency. Relational clarity is also an important element of a connected teaching approach to boundaries.
