Changes in teacher-student relationships during residential field courses Anne Plessis, Plymouth University, School of Biological and Marine Sciences anne.plessis@plymouth.ac.uk @DiscontinuedAP

Student feedback on a module including a field course, in the section “Best aspects of the module”: “Meeting new people on the course and also being able to actually talk to the lecturers like they were real people.” “Good number of staff members and interested which had positive influence on me personally.”

Teacher-student relationships (TSRs) background TSRs have a significant impact on student engagement (Umbach and Wawrzynski, 2005), intrinsic motivation (Komarraju et al., 2010) and active learning (Morganett, 1991). Beneficial TSRs can increase students’ sense of belonging to their learning environment (Hagenauer and Volet, 2014). Students enjoy the increased proximity to teachers in the field (Fuller et al., 2006). No specific research on higher education TSRs in the context of residential field courses.

Research questions 1. What is the contribution of residential field courses in promoting interactions between students and lecturers? 2. How do students getting to know the lecturers better during residential field courses affect their perception of lecturers? 3. How does lecturers getting to know the students better during residential field courses affect the students and the lecturers?

The study Three surveys of student motivation, perception and relationships with lecturers over six different field courses: At the very beginning of first year field course (165 respondents) At the end of the field course (126 respondents) One survey of lecturers (32 respondents) One focus groups with three students

Research questions 1. What is the contribution of residential field courses in promoting interactions between students and lecturers? 2. How does students getting to know the lecturers better during residential field courses affect their perception of lecturers? 3. How does lecturers getting to know the students better during residential field courses affect the students and the lecturers?

Student-lecturer interactions during residential field courses Students were asked right after first residential field course: on average, how often have you talked to lecturers about course / personal matters during the field course?

Student-lecturer interactions during residential field courses Students were asked right after first residential field course: on average, how easy was it to talk to lecturers about course / personal matters during the field course compared to on campus?

Student-lecturer interactions during residential field courses Lecturers were asked: During your most recent first year residential field course, what proportion of the students did you hold a substantial conversation about academic work / non-academic related topics (including personal issues) with?

Student-lecturer interactions during residential field courses Lecturers were asked whether they agreed with: I am more comfortable interacting with students in the field than in the classroom / lab.

Student-lecturer interactions during residential field courses Lecturers were asked whether they agreed with: During field courses, I interact with many students with whom I have never interacted with on campus.

Research questions 1. What is the contribution of residential field courses in promoting interactions between students and lecturers? 2. How does students getting to know the lecturers better during residential field courses affect their perception of lecturers? 3. How does lecturers getting to know the students better during residential field courses affect the students and the lecturers?

Changes in lecturer perception Students were asked at the very beginning and end of the field course to choose adjectives that applied to their best known and least known lecturers on the field course. Positive personality Honest Funny Charismatic Warm Friendly Professional Passionate Negative personality Intimidating Formal Rude Off-putting Distant Strict Boring Positive support Supportive Encouraging Respectful Approachable Open to listening Cares about students Negative support Unreliable Busy Unfair Disparaging Prejudiced

Changes in lecturer perception Beginning of field course End of field course

Changes in lecturer perception What students said during a focus group “Personalities come through a lot when it comes to lectures, just the general lecture style: moving a lot or just being quiet. You can see a correlation between how they act in the field and how they give a lecture.” “[From lectures] we know their personality but not their experience […], specific areas of interest.” “Some lecturers are a bit more comfortable out in the working field than they are in lectures; they are a bit more laid-back, their presence, it comes through more than it does in lecture.”

Research questions 1. What is the contribution of residential field courses in promoting interactions between students and lecturers? 2. How does students getting to know the lecturers better during residential field courses affect their perception of lecturers? 3. How does lecturers getting to know the students better during residential field courses affect the students and the lecturers?

Lecturers getting to know students Lecturers were asked: before/after your most recent first year residential field course, what proportion of the students did you know by name? Before field course After field course

Lecturers getting to know students Students were asked at the beginning of residential field course: how many of the lecturers on the field course do you think know your name?

Lecturers getting to know students Students were asked at the end of residential field course: how many of the lecturers on the field course do you think know your name? End of field course 29 students out of 78

Lecturers getting to know students What students said during a focus group “By the end of the field course, I felt like the lecturers knew my name, which was kind of important.” “[When lecturers know our names] we are someone in that course, we have someone we can go to if we have any question.” “If they know you, you do not feel as awkward if you have a question.” “It makes you feel a little bit more connected to the lecturers.”

Summary 1. What is the contribution of residential field courses in promoting interactions between students and lecturers? More interactions, with a higher proportion of students, including students with whom lecturers had never interacted before. 2. How does students getting to know the lecturers better during residential field courses affect their perception of lecturers? At the end of a field course, lecturers are perceived as more supportive and more honest. 3. How does lecturers getting to know the students better during residential field courses affect the students and the lecturers? Lecturers know the name of more students. Students who thought no/few lecturers knew their names feel recognised by more lecturers. This recognition can promote future interactions.

Residential field courses: a feeling of community Beginning of field course End of field course Students were asked at beginning / end of residential field course whether they agreed: I feel part of a community of staff and students.

Acknowledgments Alison Stokes Mark Farnworth Stacey DeAmicis Mick Hanley Rob Puschendorf Mark Briffa Matthew Watkinson Jan Miller The Pedagogic Research and Teaching Innovation Fund Everyone who answered the surveys and participated to a focus group.