Guzzardo Mariana T, Khosla Nidhi, Adams Annis Lee, Bussmann Jeffra D, Engelman Alina, Ingraham Natalie, Gamba Ryan, Jones-Bey Ali, Moore Matthew D, Toosi Negin R, Taylor Sarah
Human Development and Women's Studies, California State University, East Bay, Hayward, CA 94542 USA.
Health Sciences, California State University, East Bay, Hayward, CA 94542 USA.
Innov High Educ. 2021;46(1):41-58. doi: 10.1007/s10755-020-09522-w. Epub 2020 Sep 30.
Student-faculty (S-F) interactions that are conducive to students' learning can help reduce the retention and graduation gaps in higher education, especially for college students from underrepresented and underprivileged backgrounds. The aim of the study was to explore students' perceptions of their interactions with faculty, and the subjective impact of these interactions on students' academic and personal life. We analyzed qualitative data from a larger study with the goal of providing best practice models to support students experiencing displacement and food insecurity. Through purposive sampling techniques, 53 students from a diverse public university were recruited. Recruitment strategies focused on students who were likely to be facing academic, personal, and/or financial challenges that may affect their academic performance. Students were interviewed three to four times over a four to six-month period, using semi-structured interview guides. Our multidisciplinary team analyzed data thematically in team-based coding sessions using an online software. We identified four themes for faculty practices: (1) Creating Pedagogical Space, (2) Being Inclusive and Aware, (3) Being Engaged and Engaging Students, (4) Doing More Than Teaching. Based on students' perspectives, these practices lead to supportive and responsive S-F relationships that facilitate learning and success. The findings have implications related to how faculty can encourage caring S-F relationships and create conducive learning environments where students can thrive, especially during times of crisis.
有利于学生学习的师生互动有助于缩小高等教育中的留级率和毕业率差距，尤其是对于那些来自代表性不足和弱势背景的大学生而言。本研究的目的是探讨学生对其与教师互动的看法，以及这些互动对学生学术和个人生活的主观影响。我们分析了一项更大规模研究中的定性数据，旨在提供最佳实践模式，以支持经历流离失所和粮食不安全的学生。通过目的抽样技术，从一所多元化的公立大学招募了53名学生。招募策略侧重于那些可能面临影响其学业表现的学术、个人和/或经济挑战的学生。在四到六个月的时间里，使用半结构化访谈指南对学生进行了三到四次访谈。我们的多学科团队在基于团队的编码环节中使用在线软件对数据进行了主题分析。我们确定了教师实践的四个主题：（1）创造教学空间，（2）具有包容性并保持敏锐意识，（3）积极参与并吸引学生，（4）不仅仅是教学。基于学生的观点，这些实践会带来支持性和响应性的师生关系，从而促进学习和成功。这些研究结果对于教师如何鼓励建立关怀性的师生关系以及创造有利于学生茁壮成长的学习环境具有启示意义，尤其是在危机时期。
