Promoting Faculty-Student Relationships
Quality academic experiences for first-year college students are dependent upon positive relationships with faculty. Supportive faculty–student relationships have the potential to impact students’ sense of belonging, level of academic adjustment, and persistence to graduation in the higher educatio...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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University of Minnesota Libraries Publishing
2022-05-01
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| Series: | Journal of College Orientation, Transition, and Retention |
| Online Access: | https://pubs.lib.umn.edu/index.php/jcotr/article/view/4873 |
| Summary: | Quality academic experiences for first-year college students are dependent upon positive relationships with faculty. Supportive faculty–student relationships have the potential to impact students’ sense of belonging, level of academic adjustment, and persistence to graduation in the higher education setting. Faculty can promote positive relationships through simple in-class activities in which students are heard and seen. This article shares the responses and implications of an in-class activity in which first-year college students in a required social foundations of education course were asked: What do you wish your teacher knew about you? Four themes emerged: (a) social-emotional well-being status, (b) personal and family backgrounds, (c) learning styles, and (d) passion for teaching.
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| ISSN: | 1534-2263 2690-4535 |