LAWRENCE — A pair of new publications co-authored by a University of Kansas academic researcher explore strategies to go beyond the traditional metrics of student-faculty engagements and delve into innovative methods of cultivating significant connections between educators and students.
Eugene T. Parker III, an associate professor specializing in educational leadership & policy studies at the University of Kansas, alongside Teniell L. Trolian from the State University of New York – Albany, have invested close to ten years in research aimed at deepening the understanding of student-faculty interactions in higher education and their impact on student success. Their observation revealed that existing literature predominantly emphasizes the frequency of these interactions. This endeavor has resulted in the creation of two books that delve into the college environment, diverse interaction types, and the quality of these experiences to assist educators in fostering enriching engagement.
Engagement in Undergraduate Education
Trolian and Parker collaborated on a book that assembles educators and scholars to deliberate on enhancing and nurturing student-faculty interactions across four main themes:
- Conceptual frameworks for approaching student-faculty engagement.
- Student-faculty dynamics that enhance undergraduate achievements.
- Student identities and their connection to student-faculty engagement.
- Student-faculty interactions within the undergraduate educational setting.
The conventional research focus on the frequency of student-faculty interactions offers only a partial view of the overall experience, as highlighted by the editors and authors.
Parker remarked, “Throughout their college journey, students undergo transformative experiences within the environment, leading to positive outcomes. We explore how student-faculty interactions influence degree aspirations, sense of belonging, and perceptions of the environment.”
Educators are encouraged to initially consider student identities encompassing factors such as race, religion, age, socioeconomic status, veteran or disability status, first-generation college student status, among others. However, the exploration should not end there; educators should also reflect on their own identities through a similar lens and how it shapes interactions with students.
Moreover, faculty members are advised to broaden their perspective on interactions with students beyond the traditional classroom setting or office hours. This expanded view may include providing feedback on students’ work, communication outside of class, offering services like letters of recommendation, or engaging in social interactions. Rather than solely focusing on meeting a quota of interactions, the emphasis should also be on the quality of these engagements.
Parker emphasized, “We aim for students to have positive interactions, ensuring that it’s not just about minimizing negative interactions but providing experiences that foster success.”
Authors contribute chapters that explore novel modalities of interactions to adapt to the evolving landscape of education, where students have increasingly embraced remote and virtual learning, especially during the pandemic. Faculty members can leverage accessible tools such as video conferencing to establish meaningful and convenient connections with students.
The book’s contributors advocate for faculty to move beyond student identities and also consider their own backgrounds and experiences in shaping their interactions with students.
Parker added, “Our research underscores the importance of sustained engagement rather than sporadic interactions. Building strong relationships enables students and faculty to engage in critical dialogues comfortably. We must also pay attention to the faculty perspective. While research on student-faculty interactions often focuses on students’ experiences through surveys, the faculty viewpoint should be equally considered.”
The publication concludes by encouraging faculty to broaden their assessment of student outcomes beyond conventional metrics like grade-point averages or graduation rates. Factors such as students’ sense of belonging, perceptions of the campus environment, psycho-social well-being, and the influence of interactions on these aspects are crucial as they can impact traditional measures. Parker highlighted the value of post-college metrics including civic engagement and long-term mental health, in addition to employment status.
Meaningful Experiences in Graduate Education
Graduate-level students also benefit significantly from sustained, high-quality engagement with faculty members. In this context, Parker and Trolian collaborated on another publication that brings together scholars from various regions to contribute chapters on fostering meaningful engagement, structured around three core themes:
- Curriculum design and teaching methodologies.
- Identity considerations and personal experiences.
- Mentoring of graduate students.
Parker noted, “While there are similarities in interactions, there are also notable distinctions. In graduate settings, the dynamics are highly discipline-specific, often emphasizing research and necessitating a stronger focus on mentorship, given the close collaboration between faculty and students on research projects. Mental health considerations are also paramount.”
Both publications, published by Routledge, reflect Parker and Trolian’s efforts to construct a conceptual framework of student-faculty interactions. This framework not only aids faculty in cultivating meaningful interactions but also underscores that there is no universal approach guaranteeing success.
Parker concluded, “Our goal is not to offer a one-size-fits-all solution. It is essential to acknowledge the uniqueness of each student and be adaptable and flexible in our approaches.”