Critically analyze, by comparing and contrasting teaching and learning, the ethical and legal aspects of teaching for assumptions that create a paradigm of teaching. Barriers to teaching and obstacles to learning. Under what circumstances would it be appropriate to share personal information you gained from a student with your direct supervisor? What boundaries should guide the development of the student-faculty relationship? What actions should be considered when a faculty member suspects a student has cheated on an assignment? Is that different than cheating in a clinical venue (example altering data, recording data that was not assessed)? Should these situations be treated differently? Why or Why not?
Under what circumstances would it be appropriate to share personal information you gained from a student with your direct supervisor?
The personal information of students should only be shared in instances that require a review or when faculty should be privy to this information. In regards to personal information that can be used for a range of academic and administrative purposes, the supervisor may access this information on behalf of the student to ensure that the student and his or her financial aspects in relationship with the university is up-to-date, to enable or facilitate better communication between the student and the university. If the supervisor has a legitimate interest in the sharing of information for the purpose of carrying out their contractual duties, the ability for the supervisor to receive the information from a professor gained from the professor is bolstered.
What boundaries should guide the development of the student faculty relationship? ...
The following posting discusses the ethical and legal aspects of teaching.