Special Session: Fostering Well-Being amid Cycles of Professional Shame in Faculty-Student Interactions

2021 ◽  
Author(s):  
James L. Huff ◽  
Jeannine E. Turner
Keyword(s):  
Well Being ◽  
Special Session ◽  
Student Interactions ◽  
Faculty Student Interactions

“That Truly Meant a Lot to Me”: A Qualitative Examination of Meaningful Faculty-Student Interactions

2015 ◽  
Vol 63 (3) ◽  
pp. 125-132 ◽  
Author(s):  
Ashley Grantham ◽  
Emily Erin Robinson ◽  
Diane Chapman
Keyword(s):  
Student Interactions ◽  
Faculty Student Interactions

Impact of Perceptions of Faculty on Student Outcomes of Self-Efficacy, Locus of Control, Persistence, and Commitment

2011 ◽  
Vol 13 (3) ◽  
pp. 289-309 ◽  
Author(s):  
Barbara S. S. Hong ◽  
Peter J. Shull ◽  
Leigh A. Haefner
Keyword(s):  
Locus Of Control ◽  
Student Retention ◽  
Self Efficacy ◽  
Teaching Quality ◽  
Student Interactions ◽  
Perceptions Of Students ◽  
Quality Faculty ◽  
Ethics Of Caring ◽  
The Impact ◽  
Faculty Student Interactions

The literature on higher education supports the assumption that the integration of environmental and psychological factors are critical in influencing the intents of students to stay in college. Yet, questions exist on the impact faculty may have on student retention. This exploratory study examines perceptions of students about faculty in terms of relatedness, responsiveness, teaching quality, and treatment of students and how those perceptions impact students' own perceptions of their self-efficacy, locus of control, persistence, and commitment. Results yielded positive and significant correlations. Respondents identified specific attributes of faculty which could potentially enhance or frustrate their intentions to stay in college. Recommendations for promoting quality faculty-student interactions in and out of the classroom and the ethics of caring are discussed.

Alone, together: Fear of missing out mediates the link between peer exclusion in WhatsApp classmate groups and psychological adjustment in early-adolescent teens

2021 ◽  
Vol 38 (4) ◽  
pp. 1371-1379
Author(s):  
Davide Marengo ◽  
Michele Settanni ◽  
Matteo Angelo Fabris ◽  
Claudio Longobardi
Keyword(s):  
Early Adolescents ◽  
Well Being ◽  
Emotional Symptoms ◽  
Student Interactions ◽  
Online Chat ◽  
Fear Of Missing Out ◽  
Peer Exclusion ◽  
Middle Schoolers ◽  
High Prevalence ◽  
The Relationship

Because of the high prevalence of smartphone use in early adolescence, communication between classroom peers increasingly occurs via online chat groups. Recent studies indicate that online classmate groups are places in which different forms of peer exclusion can occur, including being banned from participating in the groups, not being invited to join them, or being shunned by online peers. In order to avoid being offended by peers, students may even decide to self-exclude from participating in the groups. Peer exclusion represents a significant source of suffering for early adolescents, with long-lasting consequences on their well-being. In this study, we investigated the relationship between exclusion from WhatsApp classmate groups and emotional symptoms among early adolescents. Additionally, the fear of missing out (FoMO) was examined as a potential mediator of the relationship between peer exclusion and emotional distress. The sample consisted of 398 middle schoolers (age: M = 12.54 years; SD = 0.96) residing in Italy. We found that positive relationships existed between peer exclusion, emotional symptoms, and FoMO. Findings supported the role of FoMO as a mediator in the link between peer exclusion and emotional symptoms. Results are discussed in light of the implications for the assessment of the quality of student-student interactions.

scholarly journals Engaging Faculty in Professional Development: Lessons From Bangladesh

2019 ◽  
Vol 9 (2) ◽  
pp. 124
Author(s):  
Mohammad Omar Shiddike ◽  
Asif Ali Rahman
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Learning Activities ◽  
Faculty Engagement ◽  
Self Awareness ◽  
Student Interactions ◽  
Formal And Informal Learning ◽  
Academic Publications ◽  
Teaching Curriculum ◽  
Faculty Student Interactions

Engagement can be defined as participation, involvement, and commitment (Harper & Quaye, 2015). This paper explains faculty engagement in professional development. Faculty engagement in professional development can be defined as faculty participation and involvement in formal and informal learning activities. These formal and informal activities focus on professionalism that might include exercises leading to the development of knowledge, skills, abilities, values, and self-awareness. Some examples of these formal and informal learning activities are classroom teaching, curriculum and instruction development, training, consulting, faculty/student interactions, workshops/conferences, and academic publications etc. Faculty engagement in professional development incorporates the total sum of formal and informal learning or continuous learning throughout one’s career (Broad & Evans, 2006; Capps, Crawford, & Constas, 2012). Since professional development includes faculty engagement, the paper explores how university faculty professionally develop themselves through engagement.

scholarly journals Using A Facebook Group to Facilitate Faculty-Student Interactions during Preclinical Medical Education: A Retrospective Survey Analysis

2019 ◽  
Author(s):  
David S. Henry ◽  
William D Wessinger ◽  
Nikhil K. Meena ◽  
Nalin Payakachat ◽  
Jerad M. Gardner ◽  
...  
Keyword(s):  
Medical Students ◽  
Online Survey ◽  
Well Being ◽  
Discussion Group ◽  
Survey Analysis ◽  
Student Interactions ◽  
Faculty Interaction ◽  
Teacher Relationships ◽  
Asking Questions ◽  
Preclinical Medical Students

Abstract Background: Strong learner-teacher relationships are associated with more successful learning outcomes. With shortened modular curricula and increased availability of online resources, fostering faculty interaction with preclinical medical students has become more challenging. We sought to enhance learner-teacher relationships by engaging in discussion with preclinical medical students in their own online space. Methods: We utilized a closed Facebook discussion group, where faculty and students voluntarily joined in informal discussions and shared announcements related to their courses. The closed discussion group allowed only participating students and faculty to see others’ posts within the group. This provided a platform to freely interact within the confines of the group while maintaining privacy for the personal Facebook accounts of both faculty and students. We utilized the discussion group through 3 separate organ system-based modules for 14 weeks. Afterward, students were asked to complete a voluntary online survey about their experience. Results: 94.1% (160/170) of enrolled second-year medical students joined the voluntary FB discussion group. There were 214 posts, 628 comments, and 4166 reactions in this discussion group during the three modules. Of the students in the group, 74.4% (119/160) responded to the online survey. Overall, students strongly agreed that the Facebook discussion group fostered better rapport with faculty, helped content learning, and improved emotional well-being. Also, they felt more comfortable seeking academic help after using the discussion group. They reported a slight preference for Facebook over email as a medium for asking questions, but no preference for either as a medium for distributing announcements. Students overwhelmingly recommended that the discussion group should be continued in future years. Conclusion: The Facebook discussion group was a free, efficient, and effective method of cultivating the learner-teacher relationship with the preclinical medical students, resulting in reported enhancement in learning and morale.

Fostering a Sense of Belonging Using a Multicontext Approach

2020 ◽  
pp. 152102512094482
Author(s):  
Monika Z. Moore
Keyword(s):  
Higher Education ◽  
Sense Of Belonging ◽  
Learning Experiences ◽  
Student Interactions ◽  
Future Potential ◽  
Ways Of Thinking ◽  
Faculty Student Interactions

This review of research discusses how applications of multicontext theory can help foster a sense of belonging for students in higher education, resulting in stronger persistence. Multicontext theory may offer an approach to designing learning experiences and environments that take into account varied ways of thinking and knowing, are relevant inside and outside of the classroom, and can both enrich and encompass the lives of students on and off campus. Focusing on faculty-student interactions is one area within which multicontext approaches can be examined for insights into current successes and future potential.

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