ERIC Number: EJ1047910
Record Type: Journal
Publication Date: 2014
Reference Count: 65
Faculty Matter: So Why Doesn't Everyone Think So?
Kezar, Adrianna; Maxey, Dan
Thought & Action, p29-44 Fall 2014
A substantial body of research, conducted over more than 50 years, makes clear that faculty-student interaction is a key factor in promoting student success, particularly among those students who most need support, such as first-generation college students and students of color. This research is consistent, pervasive, and has informed the development of major surveys and projects in higher education. By writing this article, these authors hope to remind their colleagues of the important ways that faculty facilitate postsecondary student learning and outcomes. They also suggest that higher education leaders communicate this research to external stakeholders and policy-making groups. Making use of these arguments can improve the support provided to the majority of faculty members today and also ensure that faculty continue to foster student success in the future. Major consideration should be given to the impact of current working conditions on faculty-student interactions, and how improving these conditions could enhance learning.
Descriptors: Teacher Student Relationship, Teacher Role, College Faculty, Employment Level, Teaching Conditions, Educational Quality, Teacher Influence, Academic Persistence, Minority Group Students, Interaction, Academic Aspiration, Student Motivation, Self Esteem, School Policy, Faculty Development, Adjunct Faculty
National Education Association. 1201 16th Street NW Washington, DC 20036. Tel: 202-833-4000; Fax: 202-822-7974; Web site: http://www.nea.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A