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ERIC Number: ED497500
Record Type: Non-Journal
Publication Date: 2007-Jun-24
Pages: 9
Abstractor: Author
Reference Count: 0
Students that Persist: Caring Relationships that Make a Difference in Higher Education
Miller, Ava S.
Online Submission
The purpose of the study was two fold, first the need to determine the extent to which college students indicated that at least one significant faculty relationship had made a difference in their ability to persist in school and second, the need to examine some of the characteristics of those relationships to determine if they were caring behaviors. Using survey methods, this study looked at 203 college students that persisted and graduated. Using a thirty-item Likkert type survey, with one open ended item, students were asked to identify the existence of a significant faculty relationship and determine the extent to which that faculty exhibited behaviors that were caring in nature. Sixty-six percent of the students indicated the presence of at least one faculty member that made a difference in their ability to graduate. In addition, those students also indicated that the faculty member demonstrated characteristics along 13 dimensions of caring. The implications of this research are that significant faculty relationships are important factors in student retention and those relationships can be developed and nurtured. Faculty development seminars related to student support and retention can be an important addition to the scholarship of teaching and impact the retention of college students. (Contains 1 figure and a bibliography.)
Publication Type: Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A