The Faculty-Student Relationship Dynamic: A Study of Faculty Who Teach Online Courses at a Public Four-year University

2021 ◽  
Author(s):  
Tracy Ann Kent
Keyword(s):  
Online Courses ◽  
Student Relationship ◽  
Faculty Student Relationship

Navigating the Faculty–Student Relationship: Interacting With Nursing Students With Mental Health Issues

2017 ◽  
Vol 23 (6) ◽  
pp. 393-403 ◽  
Author(s):  
Brenda G. Kucirka
Keyword(s):  
Mental Health ◽  
Nursing Students ◽  
Nursing Faculty ◽  
Best Practice ◽  
Psychological Process ◽  
Health Issues ◽  
Social Psychological ◽  
Mental Health Issues ◽  
Student Relationship ◽  
Faculty Student Relationship

BACKGROUND: There is an increase in students enrolled in higher education diagnosed with mental illness or experiencing symptoms suggestive of mental health issues (MHI). This has a significant impact on the faculty–student relationship. OBJECTIVES: The purpose of this study was to identify the basic social psychological process that occurs when nursing faculty interact with students with MHI. DESIGN: Grounded theory methodology was implemented to identify the basic social psychological process that occurs when faculty encounter students with MHI. Thirteen nursing faculty were interviewed. Data were analyzed using line by line coding and constant comparative analysis. RESULTS: The resulting substantive theory, navigating the faculty–student relationship in the context of student MHI, is an iterative four-phase process: noticing, responding, experiencing, and reflecting. CONCLUSION: This theory provides a framework for understanding how nursing faculty recognize and address student MHI. The theory can be used to establish interventional strategies and best practice guidelines.

scholarly journals Addressing the Needs of Doctoral Students as Academic Practitioners: A Collaborative Inquiry on Teaching in Higher Education

2015 ◽  
Vol 45 (3) ◽  
pp. 68-83
Author(s):  
Lisa J Starr ◽  
Ashley DeMartini
Keyword(s):  
Doctoral Students ◽  
Teaching Practice ◽  
Collaborative Inquiry ◽  
Research Question ◽  
Post Secondary ◽  
Self Study ◽  
Faculty Of Education ◽  
Student Relationship ◽  
Teaching In Higher Education ◽  
Faculty Student Relationship

This paper presents preliminary findings from a pilot study whose purpose was to explore how we, a tenure-track faculty member and a doctoral student, understood and developed our teaching practice when engaged in a formal faculty–student relationship. Using a hybrid of collaborative inquiry and collaborative self-study—which included verbal and written dialogue, interrogation, as well as observation—we sought to understand how that formal faculty–student relationship promoted the development of strong teaching pedagogy. The motivation for this study was a commitment to fostering high-quality teaching in undergraduate courses in our faculty of education. Driving this study was the research question: How are we investigating and improving upon our practices as teachers in post-secondary education?  

scholarly journals Architectural approach for automatic follow up of learning activities in massive open online courses

2016 ◽  
Vol 14 (37) ◽  
pp. 57-72
Author(s):  
Daniel Alberto Jaramillo Morillo ◽  
Mario Fernando Solarte Sarasty
Keyword(s):  
Online Courses ◽  
High Volume ◽  
Massive Open Online Courses ◽  
Learning Activities ◽  
Massive Open Online ◽  
Quality Of Learning ◽  
Assessment And Monitoring ◽  
Student Relationship ◽  
Participative Learning

Currently it has been generated great interest in the massive open online courses, because they are consider as an “educational revolution”, since they are presented as a solution to the growing demand for higher education both in Colombia and in the world. Their main objective is to achieve a high volume of participants, allowing a global reach and a more participative learning. However, as advantages arise due to their massiveness, a number of problems or challenges are also generated. One of the main difficulties that characterize this type of courses is the lack of a suitable relationship between tutor and students, since it is impossible that tutors have a personal relationship with each of the thousands of participants. Therefore certain types of activities such as assessment and monitoring get more difficult impacting the quality of learning. In this article, it is proposed an architectural approach for tracking learning activities, which is intended to improve tutor-student relationship in an environment of massiveness to maximize the quality of learning in massive open online courses.

College Faculty Member Grief Over Deaths of Current and Former Students

2019 ◽  
pp. 003022281984639 ◽  
Author(s):  
Paul C. Rosenblatt
Keyword(s):  
Faculty Member ◽  
College Faculty ◽  
Faculty Members ◽  
Student Relationships ◽  
College Teacher ◽  
Faculty Student Relationships ◽  
The Rich ◽  
Student Relationship ◽  
Faculty Student Relationship

This article is an autoethnographic exploration of college faculty grief. Over a career, a college teacher is likely to encounter deaths of current and former students. The rich connections that can develop in a faculty–student relationship can make for strong grief. Issues that can complicate faculty grief include regrets that might be unique to faculty–student relationships and information about the deceased that the faculty member feels obligated to keep confidential and cannot mention while processing their grief with others. Faculty members may rarely have the benefit of attending funeral or memorial services for students and former students, but with the deaths of current or recent students, a faculty member is likely to have colleagues and students who knew the deceased with whom to talk. With deaths of students from long ago, a faculty member is likely to be limited to processing grief with people who never knew the deceased.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

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