Creating Better Relationships Between Students and Faculty

In today's diverse academic landscape, universities have seen significant changes in student and faculty demographics. As institutions become more inclusive, they face the challenge of fostering meaningful relationships between students and faculty. This is especially relevant in an era where digital interactions often replace face-to-face meetings, so how can you as a professor or contingent faculty member build better relationships with the students in your course? 

The Role of Mental Health in Building Stronger Relationships

Mental health is a critical factor influencing student-faculty relationships. The COVID-19 pandemic has exacerbated stress and anxiety among both students and faculty. A study highlighted that 90% of faculty believe student mental health is significantly worse now than when they began their careers, with 72% having one-on-one conversations about mental health with students in the past year . Supporting students in distress can take a toll on faculty's mental health, with 47% reporting that this support has impacted their own emotional well-being .

Despite the challenges, these interactions can foster deeper connections. When faculty take the time to address students' mental health concerns, they demonstrate care and empathy, which can strengthen trust and rapport. Institutions can support these efforts by providing adequate resources and training for faculty to handle such conversations effectively. Additionally, creating a supportive environment where mental health is openly discussed can reduce stigma and encourage more students to seek help.

So what can faculty do? 

Faculty should strive to create a supportive environment where mental health is openly discussed and normalized. They can participate in training sessions to better recognize and respond to signs of mental health issues. Establishing clear communication channels for students to express their concerns and providing consistent emotional support can build trust and rapport. Faculty should also take care of their own mental health by utilizing available resources and setting boundaries to prevent burnout.

Digital Tools and Online Interactions

With the rise of online learning, digital tools have become indispensable in maintaining student-faculty relationships. However, these tools come with their own set of challenges and opportunities. Online assessments and e-proctoring systems, for instance, have become more prevalent. While these systems ensure academic integrity, they can also increase anxiety among students. A study found that 57% of students reported increased anxiety and 55% felt that online assessments did not bridge the gap between students and teachers​​ .

Despite these challenges, digital platforms offer unique opportunities for engagement. Virtual office hours, discussion boards, and collaborative tools can facilitate meaningful interactions. For example, faculty can use video conferencing tools to conduct regular check-ins with students, providing a platform for both academic guidance and personal support. Additionally, creating online communities through social media or learning management systems can foster a sense of belonging and continuous engagement outside the classroom.

So what can faculty do? 

Leverage digital tools to enhance interaction rather than just monitor performance. Faculty can hold virtual office hours, create discussion forums, and use collaborative platforms to maintain consistent engagement with students. It's important to provide clear guidelines and support for using these tools to reduce anxiety. Incorporating feedback mechanisms where students can voice their concerns about online assessments and working to address these can also help in building a more supportive digital learning environment.

The Increasing Diversity of Students and Faculty

Diversity among students has increased considerably in recent years, but faculty diversity has not kept pace. According to a report by the Pew Research Center, in 2017, 76% of postsecondary faculty in the U.S. were white, compared to just 55% of students. This disparity is even more pronounced among specific racial and ethnic groups: only 5% of faculty were Hispanic compared to 20% of students, and 6% of faculty were Black compared to 14% of students​​.

This gap can impact students' sense of belonging and engagement. Studies have shown that students, especially those from minority backgrounds, benefit significantly from having role models and mentors who share their racial or ethnic backgrounds. This connection can enhance students' academic performance and their overall college experience. For instance, a study found that performance gaps of minority students could close by 20% to 50% if faculty more closely resembled the student body​​. 

So what can faculty do? 

Faculty can seek out professional development opportunities to understand cultural competency better and integrate inclusive teaching practices. By being proactive in creating an inclusive classroom environment, educators can help bridge the gap between themselves and their diverse student body, fostering a sense of belonging and improving student engagement and success.

Conclusion

The transition to a more diverse and digital academic environment presents both challenges and opportunities for student-faculty relationships. By embracing diversity, addressing mental health issues, and effectively using digital tools, universities can create stronger, more meaningful connections between students and faculty. As institutions continue to evolve, it is crucial to prioritize these relationships, ensuring that all students feel supported and engaged in their academic journeys.

Sources:

De Santis, A., Bellini, C., Sannicandro, K., & Minerva, T. (2020, October 21-23). Students’ perception on e-proctoring system for online assessment. European Distance and E-Learning Network (EDEN) Proceedings. https://doi.org/10.38069/edenconf-2020-rw0018

Davis, L., & Fry, R. (2019, July 31). College faculty still far less diverse than students in race, ethnicity. Pew Research Center. https://www.pewresearch.org/short-reads/2019/07/31/us-college-faculty-student-diversity/

Harvard Medical School. (n.d.). Exploring faculty burnout through the 2022-23 HMS faculty/staff survey.

Lipson, S. K., & Eisenberg, D. (2021). Constant stress has become the new normal: Stress and anxiety inequalities among U.S. college students in the time of COVID-19. Healthy Minds Network.

Jones, G., & Davis, K. (2021). Faculty and student perceptions of academic integrity. Journal of Higher Education Policy and Management.

Reisenwitz, T. H. (2020). Online proctoring, test anxiety, and student performance. Journal of Educational Technology Systems.

Bender, E. M., & Koller, D. (2020). GPT detectors are biased against non-native English writers. ACL Anthology.