Benefits Of Student Faculty Interactions Essay

High school teachers and College Professors are alike in many ways but in some cases they differ. Most High school teachers will always check your assignments, they will take the lead, and they usually have a quick response time. On the other hand, College Professors don’t always check the assignments, they expect the students to take the lead, and usually have a slower response time. High school teachers and College Professors differ in many ways such as checking your work, how they lead, and their response time. All of these aspects attribute to the learning environment and how they interact with their students.

Coming to college as an adult, we have many expectations and preconceptions of what college will or will not be. The expectations we have can influence our college life for the better or the worse. My experience since starting college has been an interesting one. People have misconceptions about college because they do not know what to expect. After doing some research, I have concluded that there are three major factors that are often misunderstood about college life. The first is the financial aspect of college. Second, is the relationship between the professors and students. Third is time management. These three factors play an important role in why people are afraid to go down the path to college.

Student engagement or the extents to which they participate in activities are key factors to the successful integration into college (Chickering & Gamson, 1987). In the publication, Seven principles of good practice for undergraduate education, Chickering and Gamson (1987) underscored seven categories of effective educational practises, which are student-faculty contact, cooperation among students, active learning, prompt feedback, time on task, high expectations, and respect for diverse talents and ways of learning. The overall scores of studies over decades indicates that student engagement in activities benefit all types of students in different degree fields. The positive interaction with activities creates the needed outcome including grades, satisfaction, and persistence. These give the student the devotion to other educational purposeful activities.. As noted by Chickering and Reisser (1993): “living on campus has long been associated with persistence and student success”. Forest (1985) also performed a study about student academic ability and found that institutions that provided the most extensive orientation, activities and advising programs had higher graduation rates. Pascarella and Terenzini (2005) reported that students in residences with strong academic orientation towards academics generally

My passion towards working with students every day has led me to the decision of pursuing a doctoral degree in Student Affairs in Higher Education at Miami University. I have chosen this program to prepare myself for a future role as a professor or a senior level college administrator. This program will allow me to become more proficient within the students’ educational experience and therefore better engage students in active learning.

Institutions of higher education often struggle to find strategies that successfully engage students in learning. In the article “Faculty Work, Student Success,” Colleen Flaherty attempts to address this problem by analyzing the benefits that undergraduate research has on students and faculty. However, she points out that faculty have a hard time balancing the demands of focusing on teaching students while keeping up with research, without sacrificing the quality of one or both pursuits. Flaherty uses the College of New Jersey, as an example of an institution that took a risk and did a complete reformation of their curriculum focusing on the teacher-scholar model and undergraduate research (Flaherty, 2014). Since the implementation of the program in 2004, it had benefited both students and faculty alike such as increased retention and recruitment rates and increased student-faculty interactions (Flaherty, 2014). The new curriculum lightened the faculty teaching requirement to three courses a semester than were focused on undergraduate research and scheduled time to pursue their own research while encouraged to include students in that as well (Flaherty, 2014). While this new model has worked well for this university to engage students in learning through an emphasis on undergraduate research and balancing the faculty’s workload by changing their curriculum, this model may just not be feasible for some institutions since they vary greatly in size, focus, and resources, etc.

Most people see teachers and professors in the same light. They perform similar tasks. They teach. However, they are separated by a fine line of distinction. High school teachers help a student build a foundation of knowledge, and train the student to focus on learning. College professors help to shape and define a student’s foundation of knowledge, and challenge the student to cultivate the mind. High school teachers and college professors have similar goals and guidelines, but they take a differing approach to achieving the end result. The way the class is conducted, academic expectations, and view of student responsibility are a few of the contrasts between high school teachers and college professors.

For the purposes of this assignment, a female advisor in the USC Viterbi School of Engineering, who has chosen to remain anonymous, was interviewed about her role as an academic advisor and in working with high-ability students. A female undergraduate student in the USC Viterbi School of Engineering was also interviewed about her experiences with her academic advisor and as a Trustee Scholar. The student provided her first name as “Vincy” but not her last name. It is important to note the advisor interviewed is not the advisor of the student interviewed. For better understanding, the student is a Trustee Scholar at USC; she received a full tuition scholarship for academic achievement in high school. Vincy is also an honors program student at the USC Viterbi School of Engineering.

Many college professors find it very important to have parents, students and current instructors aware of the expectations for the upcoming student. By informing students,

The upperclassmen had reported feeling intimidated by professors, being snubbed by new friends and ignored in their quest for help early in their college careers. But they all emphasized that, with time, their confidence grew, they made good friends and they developed strong relationships with professors.

When students feel excluded or not part of, academic achievement decreases (Brown, 2007). The importance of a positive student-to-teacher relationship is critical in order for students to succeed and find themselves fit in the world of academia (Anderson, Nelson, Richardson, Web, & Young, 2011). Interestingly, the data gathered from this study is consistent with previous research on barriers to student achievement. Anderson et al., (2011) goes on to suggest that there is a direct correlation between student behavior, positive or negative, and the teacher’s relationship with a student. When considering this, it must be understood that the relationship between the student and teacher, whether positive or negative, contribute to students’ academic outcomes and sense of belonging.

On all college campuses, gender, religion, social economic and race diversity is also very important for effective academic interactions. Academic interactions refer to student’s involvement in the class room. This includes the way students review, analyze and study assignments given in class by the professors. It is the way students think and analyze information given to them collectively, as a group.

Once students have an open communication with their professors, it will lead to a positive experience for them. Students will benefit more from direct contact with their professors instead of observing the classroom procedures. Direct communication between student and professor with have a useful effect on the student’s experience in college.

Everyone has daily burdens and responsibilities that they would prefer to avoid rather than begin. For college students that burden becomes anything relating to college academics, from homework assignments, to essays due next week, or projects.

Institutions of higher education pride themselves in their ability to educate, serve, and meet the needs of the students in which it serves. This analysis shows collaboration on college/university campuses to foster success among first year students. With higher education today being in a state of dynamic change, it becomes crucial that faculty members recognize that their long time traditional roles have become somewhat non-existent. That is to say that there must be a relinquishing of past ideas and procedures.

The results showed that their hypothesis was correct, that the rapport held a higher significance of predication than that of immediacy, albeit immediacy correlates with rapport. Even with their results, the researchers were concerned with validity due to student’s objectivity, (Wilson, Ryan, & Pugh, 2010). A suggestion to avoid objectivity in future research would be to use the grades of students, and to keep in mind that this professor-student rapport generated during this research was generalized for the college student environment. Yet another concern was the reliability of self-reports, which leads back to using the grades of students as another important factor in the