Building Faculty-Student Relationships in Higher Education

Autor/inn/en	Dingel, Molly; Punti, Gemma
Titel	Building Faculty-Student Relationships in Higher Education
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 31 (2023) 1, S.61-82 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2023.2164976
Schlagwörter	College Faculty; College Students; Teacher Student Relationship; Student Attitudes; Influences; Barriers; Interpersonal Relationship; Teacher Role; Classroom Design; Offices (Facilities); First Generation College Students; Disproportionate Representation; Interaction + Suchen Sie Ihr Suchwort? Fakultät; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Influence; Einfluss; Einflussfaktor; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerrolle; Klassenraumgestaltung; Offices; Bürotechnik; Interaktion
Abstract	This qualitative research study explores student perceptions of how they build relationships with faculty, including factors that facilitate or undermine these relationships. Building such relationships is an important part of mentoring. Interviews with students reveal the importance of both innovative institutional supports and faculty initiative. Institutional supports that facilitate relationships include small classroom sizes and centralized, open locations for faculty to hold office hours. Faculty initiatives, like reaching out to and encouraging interaction with students and engaged teaching activities, are critical for building relationships with students. Consistent messaging that questions are welcome may be particularly important for underrepresented and first-generation students. Students reported frustration when faculty members were less engaged in the classroom, which undermined that relationship. Finally, interactions can create an iterative cycle within which positive faculty-student relationships develop. The culmination of these is a local culture where faculty-student interactions are welcomed and normal, thus encouraging additional interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01