Undergraduate Students Perspectives of Essential Instructor QualitiesReport as inadecuate

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Journal of the Scholarship of Teaching and Learning, v16 n1 p15-30 Feb 2016

There are many variables that impact a classroom experience including the instructor, the student, and the class itself. Much research has been done in the area of undergraduate student expectations and preferences for instructors, course format, etc. This paper explores how specific student characteristics such as first-generation status, age, class level, and format impact students' perception of what makes a good instructor. By understanding what instructor qualities these students appreciate, instructors can tailor their behavior to improve student learning and retention. Results suggest few differences within and between these groups of students. However, students had strong preferences for a high number of positive instructor characteristics, suggesting the possibility of overly optimistic and unrealistic preferences. Implications of this and suggestions for how instructors can better accommodate the preferences of students are discussed.

Descriptors: Teacher Effectiveness, Undergraduate Students, Higher Education, Preferences, Student Attitudes, First Generation College Students, Teacher Attitudes, Classroom Environment, Student Experience, Expectation, Teacher Student Relationship, Academic Achievement, Personality, Introductory Courses, Statistical Analysis, School Holding Power, Student Characteristics, Teacher Characteristics, Likert Scales

Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl[at]iupui.edu; Web site: http://www.iupui.edu/~josotl

Author: Trammell, Beth A.; Aldrich, Rosalie S.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=501&id=EJ1092406

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