1. Student/Faculty Interaction Presenter: Dr. Steady Moono Dean of Student Success Montgomery County Community College

2. Seven Principles of Good Practice in Undergraduate Education: Encourage contact between students and faculty Encourage contact between students and faculty Develop reciprocity and cooperation among students Develop reciprocity and cooperation among students Encourage active learning Encourage active learning Give prompt feedback Give prompt feedback Emphasize time on task Emphasize time on task Communicate high expectations Communicate high expectations

3. Seven Principles (Cont’d) Respect Diverse talents and ways of knowing Respect Diverse talents and ways of knowing _________________________________ __ Chickering & Gamson (1987)

4. A Case for Student/Faculty Interaction Frequent student-faculty interaction can: Enhance students’ motivation, involvement, and intellectual commitment Enhance students’ motivation, involvement, and intellectual commitment Encourage them to think about their own values and future plans Encourage them to think about their own values and future plans Caution: It is the quality of the contact not the quantity that matters

5. Cross argues that “ when faculty show an interest in students, get to know them through informal as well as formal channels, engage in conversations with them, (and) show interest in their intellectual development, then students respond with enthusiasm and engagement”

6. What Do Students Think? 35.6% of entering first-year students estimated chances were very good that they would communicate regularly with professors__________________________________ Sax and others (2002)

7. What is Students greatest fear when interacting with Professors? Students fear appearing unintelligent when interacting with their professors Students fear appearing unintelligent when interacting with their professors

8. What do students hope to get out of a new course? Details vary, but the most common hope students express is that each class, by its end will help them become a slightly different person in some way. Details vary, but the most common hope students express is that each class, by its end will help them become a slightly different person in some way. This hope transcends the subject matter of a class, or a student’s background, or even whether the student is a wise old senior or an incoming freshman. This hope transcends the subject matter of a class, or a student’s background, or even whether the student is a wise old senior or an incoming freshman.

9. The Most Memorable Class Anne Clark in her research asked Anne Clark in her research asked undergraduate students about their most memorable class; -Almost each one of them described a class in which their professor got to know them. -Almost each one of them described a class in which their professor got to know them.

10. Student-Faculty Interaction Building relationships (know students by name, seek informal contact with them) Building relationships (know students by name, seek informal contact with them) Discussing career plans Discussing career plans Joint project work or committee Joint project work or committee Discussing ideas outside of class Discussing ideas outside of class

11. Student-Faculty Interaction (cont.) Event & Activity Spectatorship & Participation Event & Activity Spectatorship & Participation Student Organization & Project Advising Student Organization & Project Advising Community Service Community Service Intramural Athletics Intramural Athletics

12. Effective Academic Advising Good advising may be the single most underestimated characteristic of a successful college experience Good advising may be the single most underestimated characteristic of a successful college experience Good advising ranks as # 1 challenge that both faculty and students identify (R. Light, 2000). Good advising ranks as # 1 challenge that both faculty and students identify (R. Light, 2000).

13. The Obvious Idea: A great college experience depends upon human relationships A great college experience depends upon human relationships One set of such relationships, should, ideally, develop between each student and one or several faculty members One set of such relationships, should, ideally, develop between each student and one or several faculty members

14. Good Mentoring Informal Informal Personal Personal Cross Divisional Cross Divisional Instructs on life lessons Instructs on life lessons Is usually non-academic Is usually non-academic

15. Faculty Who Make a Difference Connecting Academic Ideas with Students’ Lives Connecting Academic Ideas with Students’ Lives Engaging Students (even in large classes) Engaging Students (even in large classes) Teaching students to think like professionals Teaching students to think like professionals Encouraging Students to Disagree with the professor Encouraging Students to Disagree with the professor

16. Teaching the use of Evidence Teaching the use of Evidence Not being predictable (Students honor predictability in faculty members’ standards, but not dilemmas or controversies) Not being predictable (Students honor predictability in faculty members’ standards, but not dilemmas or controversies) Integrating Ideas from other disciplines Integrating Ideas from other disciplines Faculty Who Make a Difference (cont.)