Dissertation/Thesis Abstract

Rapport-Development Practices of Outstanding College Faculty
by Remedi, Robert A., Ed.D., Northern Illinois University, 2017, 130; 10267485
Abstract (Summary)

In an environment in which performance funding for higher education is increasingly common, mechanisms for improving student success will be important for ensuring a consistent revenue stream for higher education institutions. One important factor found to improve student success is when students perceive rapport with faculty. However, there is a significant gap in the qualitative literature demonstrating how faculty develop and improve rapport with students. Therefore, the purpose of this dissertation was to interview award-winning faculty to investigate how they develop rapport with their students.

As a result, a qualitative study of 15 award-winning faculty from throughout the eastern and midwestern United States, representing community colleges, small and medium-sized colleges, and universities—was conducted. Semi-structured interviews were held in-person, during which participants were asked to explain how they built rapport with their students. Primary coding to the resulting transcripts occurred using in-vivo and descriptive coding techniques. Secondary coding to sort and organize the initial codes allowed for the emergence of five important themes of rapport-building.

The five important themes that emerged from this research are (a) develop trust and make the classroom a “safe learning environment,” (b) promote personal contact with students and show them the teacher cares, (c) share personal information without making the classroom a stage for satisfying a teacher’s personal ego, (d) promote interstudent rapport, and (e) select authentic approaches for building rapport.

Indexing (document details)
Advisor: Shimizu, Hidetada
Commitee: Dugas, Daryl, Roth, Gene L.
School: Northern Illinois University
Department: Counseling, Adult and Higher Education
School Location: United States -- Illinois
Source: DAI-A 78/11(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Pedagogy, Higher education
Keywords: College teaching, Rapport-development
Publication Number: 10267485
ISBN: 978-0-355-02669-6
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