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.
|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|
|Subjects:||Pedagogy, Higher education|
|Keywords:||College teaching, Rapport-development|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be