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

Teacher and student interactions in the first year of university

“…Teacher" program in a large public American university. Through this research, Grantham et al (2015) sought the characteristics of meaningful teacher-student interactions among 157 students' responses. The findings suggest that examples of meaningful interactions with teachers were discussions of grades of a particular assessment, academic and professional advice, and caring and respectful treatment in and out of classrooms (Grantham et al, 2015).…”

Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement

“…Other studies have found that interactions with caring faculty positively influenced Black students' perceptions of the campus climate, sense of belonging, and willingness to engage on campus (Beasley, 2020;Beckowski & Gebauer, 2018;Grantham et al, 2015). Harper's (2010) national study of 319 Black men found that these students' relationships with faculty contributed to them working harder in their classes.…”

“…Caring faculty members have been identified as important factors in culturally supportive college settings (Grantham et al, 2015). Faculty members and practitioners should focus on the quality of the relationships they establish with Black college students.…”

Out-of-class communication: are students and faculty interested and engaged? (A study at a Russian university)

“…The students' gains are typically associated with a number of favorable cognitive, affective and behavioral changes: satisfaction with college (Astin 1999;Pascarella and Terenzini 2005); academic confidence (Komarraju et al 2010;Plecha 2002); motivation for studying (Trolian et al 2016); participation and improved affective learning (Frisby and Martin 2010); student involvement (Astin 1999;Pascarella and Terenzini 2005); improvement in academic achievement (Al-Hussami et al 2011;Kim 2006); career plans clarification (Wood and Wilson 1972); attrition rates fall (Tinto 2004); integration into academic and social life (Terenzini and Pascarella 1977); personal growth (development of cognitive skills, self-esteem, perseverance, self-efficacy and new perspective of the world) (Grantham et al 2015;Kim and Sax 2011); and moral qualities enhancement (Kim 2006;Parker 2017).…”

“…Besides, it was reported that "students indicate their hunger for more opportunities to have a dialogue with staff" (Price et al 2010, p. 284) and often feel that they are "given up" by their instructors (Hawk and Lyons 2008). Remarkable is also the fact that learners expressed a profound gratitude to the faculty for their respect and care and being available in the office hours-types of professional behavior that are seemingly a part of their job requirements (Grantham et al 2015).…”