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    Student/Faculty Interaction: Presenter: Dr. Steady Moono Dean of Student Success Montgomery County Community College

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    Mary Ellen Bornak
    Student-faculty interaction is important for enhancing student motivation, involvement, and intellectual commitment. While the quantity of contact matters less than the quality, research shows that when faculty take an interest in students and engage with them informally, students are more enthusiastic and engaged. Students' greatest fear in interacting with professors is appearing unintelligent. Their top hope for new courses is that each class will help them become a slightly different person. The most memorable classes for students are those where the professor got to know them. Effective ways for faculty to interact with students include building relationships, discussing career and academic plans, joint projects, and informal discussions.

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    Student/Faculty Interaction: Presenter: Dr. Steady Moono Dean of Student Success Montgomery County Community College

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    Mary Ellen Bornak
    59 views16 pages
    Student-faculty interaction is important for enhancing student motivation, involvement, and intellectual commitment. While the quantity of contact matters less than the quality, research shows that when faculty take an interest in students and engage with them informally, students are more enthusiastic and engaged. Students' greatest fear in interacting with professors is appearing unintelligent. Their top hope for new courses is that each class will help them become a slightly different person. The most memorable classes for students are those where the professor got to know them. Effective ways for faculty to interact with students include building relationships, discussing career and academic plans, joint projects, and informal discussions.

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    Student-faculty interaction is important for enhancing student motivation, involvement, and intellectual commitment. While the quantity of contact matters less than the quality, research shows that when faculty take an interest in students and engage with them informally, students are more enthusiastic and engaged. Students' greatest fear in interacting with professors is appearing unintelligent. Their top hope for new courses is that each class will help them become a slightly different person. The most memorable classes for students are those where the professor got to know them. Effective ways for faculty to interact with students include building relationships, discussing career and academic plans, joint projects, and informal discussions.

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    59 views16 pages

    Student/Faculty Interaction: Presenter: Dr. Steady Moono Dean of Student Success Montgomery County Community College

    Uploaded by

    Mary Ellen Bornak
    Student-faculty interaction is important for enhancing student motivation, involvement, and intellectual commitment. While the quantity of contact matters less than the quality, research shows that when faculty take an interest in students and engage with them informally, students are more enthusiastic and engaged. Students' greatest fear in interacting with professors is appearing unintelligent. Their top hope for new courses is that each class will help them become a slightly different person. The most memorable classes for students are those where the professor got to know them. Effective ways for faculty to interact with students include building relationships, discussing career and academic plans, joint projects, and informal discussions.

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    Student/Faculty Interaction

    Presenter: Dr. Steady Moono Dean of Student Success Montgomery County Community College

    Seven Principles of Good Practice in Undergraduate Education:

    Encourage contact between students and faculty Develop reciprocity and cooperation among students Encourage active learning Give prompt feedback Emphasize time on task Communicate high expectations

    Seven Principles (Contd)

    Respect Diverse talents and ways of knowing

    _________________________________ __Chickering & Gamson (1987)

    A Case for Student/Faculty Interaction


    Frequent student-faculty interaction can: Enhance students motivation, involvement, and intellectual commitment Encourage them to think about their own values and future plans Caution:

    It is the quality of the contact not the quantity that matters

    when faculty show an interest in students, get to know them through informal as well as formal channels, engage in conversations with them, (and) show interest in their intellectual development, then students respond with enthusiasm and engagement
    Cross argues that

    What Do Students Think?


    35.6% of entering first-year students estimated chances were very good that they would communicate regularly with professors

    __________________________________ Sax and others (2002)

    What is Students greatest fear when interacting with Professors?

    Students fear appearing unintelligent when interacting with their professors

    What do students hope to get out of a new course?

    Details vary, but the most common hope students express is that each class, by its end will help them become a slightly different person in some way.

    This hope transcends the subject matter of a class, or a students background, or even whether the student is a wise old senior or an incoming freshman.

    The Most Memorable Class

    Anne Clark in her research asked undergraduate students about their most memorable class;

    -Almost each one of them described a class in which their professor got to know them.

    Student-Faculty Interaction

    Building relationships (know students by name, seek informal contact with them) Discussing career plans Joint project work or committee Discussing ideas outside of class

    Student-Faculty Interaction (cont.)

    Event & Activity Spectatorship & Participation Student Organization & Project Advising Community Service Intramural Athletics

    Effective Academic Advising

    Good advising may be the single most underestimated characteristic of a successful college experience Good advising ranks as # 1 challenge that both faculty and students identify (R. Light,
    2000).

    The Obvious Idea:

    A great college experience depends upon human relationships One set of such relationships, should, ideally, develop between each student and one or several faculty members

    Good Mentoring

    Informal Personal Cross Divisional Instructs on life lessons Is usually non-academic

    Faculty Who Make a Difference

    Connecting Academic Ideas with Students Lives Engaging Students (even in large classes) Teaching students to think like professionals Encouraging Students to Disagree with the professor

    Faculty Who Make a Difference (cont.)


    Teaching the use of Evidence Not being predictable (Students honor

    predictability in faculty members standards, but not dilemmas or controversies)

    Integrating Ideas from other disciplines

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