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ERIC Number: EJ965395
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-8756-7555
Connecting to the Professor: Impact of the Student-Faculty Relationship in a Highly Challenging Course
Micari, Marina; Pazos, Pilar
College Teaching, v60 n2 p41-47 2012
While many factors play into college student success, interaction with faculty has been identified as a key component. In highly challenging and anxiety-provoking courses, the student-faculty relationship may be all the more important. This study uses organic chemistry as a case example to investigate the role of the student-faculty relationship in such a setting. The study surveys 113 undergraduates in six organic chemistry courses to examine the relationship of student-faculty relationship to grade, course confidence, and sense of science identity. In regression analyses, student-faculty relationship positively predicted grade as well as confidence, but not science identity. Suggestions for faculty practices are offered. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A