By Sanoji Wijenayake, Department of Biology
Student-teacher interactions are crucial in developing a student’s academic self, motivation and achievement at all stages of their academic career (Komarraju et al. 2010), starting from kindergarten and continuing on to graduate studies. It is important to understand that student-teacher relationship are mutually beneficial, not simply beneficial to students. Faculty members and teaching assistants taking a genuine interest in their student’s academic progress can increase their own intellectual and professional development in the process (Anaya and Cole, 2001; Cokley, 2000).
Thompson (2001) postulates that although the majority of formal interactions between students and the teacher happens in a classroom setting, students who experience informal interactions tend to be more motivated and engaged in the subject matter. Informal interactions between the student and the teacher is a primary characteristic of college culture and students who know even one faculty member on a personal level feel more satisfied with their college life and aspire to improve (Rosenthal et al. 2000). I can personally vouch for this, as a former student in a Bachelor of Science, honours at the University of Ottawa. My career aspiration as an undergraduate was to be a medical doctor, not because it was my true passion, but because I was not aware of any other paths I could pursue as a scientist. As a result I did not have a plan B…until I met an incredibly approachable instructor in my third year. He revolutionized my way of understanding scientific concepts, and taught me to think critically. He taught me that science is not about memorization and getting good grades, it is about applicability and comprehension. He took time both in and outside of the classroom to teach me how to think and be a scientist.
Courtesy of Wake Forest University
Nevertheless, it is important to maintain a proper balance between student-teacher interactions because it is a professional relationship based on mentorship, leadership, and guidance. Students should not be considered personal friends. Cox and Orehovec (2007) identified four major types of student-faculty interactions with the most important and functional interactions related to academic related interactions outside the classroom. The three other types included: personal interactions that are unrelated to academics, incidental contact maintained by occasional greetings, and complete disengagement (where there is minimal interaction with the instructors).
Personal interactions outside of the classroom that are unrelated to academics can affect student-teacher relationships. Teachers are discouraged from adding students to social media sites such as Facebook, and should not exchange personal contact information such as cell phones numbers and home addresses. A student survey conducted by Ei and Bown (2002) shows that students report valuing group activities and professional relationships with the instructors as opposed to sexual relationships, receiving favours, and spending time alone.
In summation, instructors and students are equally responsible for maintaining a healthy and a professional balance that can mutually benefit both parties without overstepping ethical boundaries. But the value of a relationship outside of the classroom is instrumental in the success of our students. I can personally attest to it!
References:
Anaya, G., and D.G. Cole. 2001. Latino/a student achievement: Exploring the influence of student-faculty interactions on college grades. Journal of College Student Development 42. 3-14.
Cokley, K. 2000. Perceived faulty encouragement and its influence on college students. Journal of College Student Development, 41. 348-352.
Cox, B.E., and E. Orehovec. 2007. Faculty-student interaction outside the classroom: A typology from a residential college. The Review of Higher Education 30. 343-362.
Ei, S., and A. Bowen. 2002. College student’s perceptions of student-instructor relationships. Ethics and Behavior 12. 177-190.
Komarraju, M., S. Musulkin., G. Bhattacharya. 2010. Role of student-faculty interactions in developing college students’ academic self-concept, motivation, and achievement. Journal of College Student Drvelopment 51. 332-343.
Thompson, M.D. 2001. Informal student-faculty interaction: It’s relationship to educational gains in science and mathematics among community college students. Community College Review 29. 35-58.
Rosenthal, G., E. J. Folse., N.W. Allerman., D. Boudreaux., B.Soper., and C. Von Bergen. 2000. The one-to-one survey: Traditional versus non-traditional student satisfaction with professors during one-to-one contacts. College Student Journal 34. 315-321.