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Haber-Curran, Paige; McRee, Michael A. – Journal on Excellence in College Teaching, 2022
In this qualitative study the authors examined the teaching and facilitation practices of facilitators in multi-day co-curricular leadership programs for college students. Building on Bain's (2004b) notable study on the practices of effective college teachers, the study focused on teaching in co-curricular contexts. In-depth interviews of 15…
Descriptors: Extracurricular Activities, Leadership Training, College Students, Facilitators (Individuals)
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Faught, Gayle G.; Martin, Melissa – Journal on Excellence in College Teaching, 2022
In a paired-course project, students from psychology and special education collaborated to assess skills of children with intellectual disabilities. In this mixed-methods study, the researchers (1) administered measures of student engagement and career decision making to students pre- and post-project and (2) coded student journals for engagement…
Descriptors: Student Participation, Special Education, Cooperative Learning, Children
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Ritter, Lake; Scherrer, Christina; Vandenbussche, Jennifer; Whipple, Jessica – Journal on Excellence in College Teaching, 2021
Office hours are an essential component of the faculty-student relationship. At present, however, few rigorous studies are available to guide faculty toward best practices in their implementation. In this study, the authors analyze survey results (n = 169) from a calculus course that included required office hours attendance. Results are presented…
Descriptors: Undergraduate Students, College Faculty, Teacher Student Relationship, Offices (Facilities)
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Machette, Anthony T. – Journal on Excellence in College Teaching, 2021
The benefits of instructor immediacy have been well researched over the past 40 years. This study investigated students' comfort with instructors' nonverbal immediacy behaviors. University students reported their comfort with three nonverbal communication behaviors: haptics, proxemics, and kinesics. A series of paired-sampled t tests suggested a…
Descriptors: Teacher Student Relationship, Student Attitudes, Teacher Behavior, Nonverbal Communication
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Sayers, Robin; von Spiegel, Jacqueline; Hensley, Lauren – Journal on Excellence in College Teaching, 2021
This mixed-methods study examined end-of-semester evaluations from an undergraduate course comparing perceptions of instructional support, academic support, and instructor caring in online and face-to-face settings. Results showed statistically significant differences in perceptions of instructional support, with lower ratings in online sections.…
Descriptors: Caring, Teacher Student Relationship, Helping Relationship, Feedback (Response)
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Reynolds, Katherine; Ludlow, Larry – Journal on Excellence in College Teaching, 2020
Student perceptions of instructor availability outside of class are examined both as a predictor of instructor quality and as an outcome of student, instructor, and course characteristics. Data represent a 30-year case study record of course evaluations and instructor professional and personal variables. Student perceptions of instructor…
Descriptors: College Faculty, College Students, Teacher Student Relationship, Course Evaluation
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Alverson, Ryan – Journal on Excellence in College Teaching, 2020
The author assesses the evolution of classroom community through an examination of three subsequent semesters of a large undergraduate education course at a regional, comprehensive university. The evolution and modification of course format and assignments across three semesters are treated as interventions to foster interactions among students…
Descriptors: Education Courses, Classroom Environment, Teacher Student Relationship, Undergraduate Students
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Stenhouse, Vera L. – Journal on Excellence in College Teaching, 2020
This study examined how one set of instructors' stated classroom teaching philosophies did or did not manifest during their first day of class. Data included classroom observations, interviews, and content analysis of syllabi. Findings suggest that instructors employed "learner-attentive" rather than "learner-centered"…
Descriptors: College Faculty, College Students, Teacher Student Relationship, Student Centered Learning
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Walls, Jill K.; Eby, Kelly E. – Journal on Excellence in College Teaching, 2020
This study sought to better understand students' experiences with instructor feedback on writing assignments. Undergraduate students (n = 162) completed an online survey about the frequency, type, and nature of feedback they received from instructors, their feedback preferences, their satisfaction with feedback, and their use of feedback. Findings…
Descriptors: Student Experience, Preferences, Feedback (Response), Writing Assignments
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Abreu, Joshua; Castillo-Montoya, Milagros; Kortz, Kirsten – Journal on Excellence in College Teaching, 2019
This study involved five English instructors at a Hispanic-serving community college who participated in professional development workshops on culturally sustaining pedagogy (CSP). Three themes emerged from analysis of the survey and interview data: (1) Integration of disciplinary identity contributes to instructors'' satisfaction with the…
Descriptors: Community Colleges, College Faculty, Teacher Attitudes, Hispanic American Students
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Martinez, Anabella; Castillo-Montoya, Milagros; Bolitzer, Liza Ann – Journal on Excellence in College Teaching, 2019
Learning in higher education is often perceived from the standpoint of the students, yet faculty are also learners. To investigate what faculty learn from their interactions with students, the authors analyzed interview data from 40 early post-tenure faculty and learned that (1) faculty approach subject matter differently than students and (2) the…
Descriptors: Teacher Student Relationship, Faculty Development, College Students, College Faculty
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Marchetti, Carol; Ho, Chi Man; Foster, Susan – Journal on Excellence in College Teaching, 2019
Many teachers are aware of the benefits of small-group learning. However, implementation, especially in classrooms with communication challenges, can be difficult. For students who are Deaf or Hard of Hearing (DHH) in mainstream classrooms, communication is most often supported through sign language interpreters and captioning. This model of…
Descriptors: Small Group Instruction, Mathematics Instruction, Student Attitudes, Deafness
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Kinkead, Joyce; Titchener, Frances; Wheatley, Rebecca – Journal on Excellence in College Teaching, 2019
Undergraduate teaching assistant (UTA) programs pair students with faculty to enhance teaching and learning in the classroom. These programs have the potential to offer a high-impact experience (Kuh, 2008); students feel more connected to learning when meaningfully engaged. UTAs develop important relationships with faculty mentors, hone…
Descriptors: Best Practices, Undergraduate Students, Teaching Assistants, Teacher Student Relationship
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Gore, Jonathan; Sweet, Charlie; Blythe, Hal; Carpenter, Russell; Tichenor, Damon – Journal on Excellence in College Teaching, 2019
The purpose of this study was to examine differences in student perceptions of instructor and course characteristics for courses that students deemed to be high in learning versus high in enjoyment. Realizing that students differ from faculty in how they view the traits of a highly effective instructor, the authors created a survey of student…
Descriptors: Student Attitudes, Teacher Characteristics, Undergraduate Students, College Faculty
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Allendoerfer, Cheryl; Veilleux, Nanette; Floyd-Smith, Tamara; Plett, Melani; Wilson, Denise; Bates, Rebecca; Jones, Diane Carlson – Journal on Excellence in College Teaching, 2019
This study examines student-faculty relationships at a small women's college where STEM students rely almost exclusively on faculty members for academic support. Students at comparison schools, including two of similar size, rely primarily on peer study groups. To understand this difference, students and faculty interviews, classroom observations,…
Descriptors: Teacher Student Relationship, Single Sex Colleges, STEM Education, College Faculty
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