An Exploration of the Undergraduate Experiences of Faculty

Undergraduate Experiences of Faculty 2 The purpose of this study was to explore the undergraduate experiences of faculty members at one institution. A review of the literature revealed that there does seem to be a positive relationship between faculty-student interaction and the student's retention at the university level. Students are also more likely to persist if they have become involved in out of class activities. The need to bring these out of class activities in line with the academic mission of the university is clear. Students need to be developed in all aspects of their life. As student affairs administrators seek to help create seamless learning environments, it is necessary for them to foster good working relationships with the faculty. In order for this to happen, it seems to be important to establish some common ground. This study began to look at the undergraduate experiences of faculty and what, if any, relationships were there with interactions with today's students and the teaching styles the faculty member had developed. A sample of 787 faculty members was selected from a medium sized, public institution in the Midwest. An original survey was sent to the above asking them about their undergraduate institution, their out of class experiences, their experience with faculty, and their experiences as a faculty member today. The completed surveys (N=l 78) were then analyzed for frequencies. Frequencies were run on demographics as well as living environments, co-curricular activities and involvement with faculty and students. A chi square analysis was completed· to look for a relationship between perceived influence of out of class activities on persistence and the amount of self Undergraduate Experiences of Faculty 3 reported involvement in said activities. This analysis indicated that many of those surveyed who had a low level of involvement during their undergraduate years also indicated that those experiences had little influence over their current relationships with students. A second chi square analysis was completed to look for a relationship between the amount and type of undergraduate involvement by the faculty member and their current, self reported, interactions with students. From this analysis, it was noted that several participants reported being highly involved with students now but had little to no involvement in out of class activities during their undergraduate years. Results from the survey yielded a large amount of data which provided an overview of areas for future research which are outlined in the discussion portion of this paper. Undergraduate Experiences of Faculty 4 This paper is dedicated to my husband, S. Price Hom Your patience and constant encouragement have been the motivating force behind me throughout this process. Thank you for all your support. You have helped me achieve this great reward. Undergraduate Experiences of Faculty 5 Acknowledgments This process was made possible with the help of many, to whom I would like to extend my sincere appreciation and thanks: To Dr. Charles Eberly, who served as a motivator, instigator, advisor, and cheerleader. Thank you, Doc, you truly are a great mentor. To Dr. Gloria Leitschuh, who served on the committee and opened up my eyes to the wonderful world of research. To Dr. Frank Hohengarten, who also served on the committee and whose constant concern for my education was appreciated. To Dr. Melanie Rawlins and Dr. French Fraker, who offered their insight on this project. To Dr. Don Aripoli, whose comments and guidance were invaluable as my on site advisor. Your hours of reading my work and encouraging me made a world of difference. To Dr. Michael Bell, who so patiently worked with me on the statistical analysis. To Dr. Craig Schmitt, for his assistance in editing and his encouragement. To the Faculty members who took the time to share their experiences with me and gave me guidance in this exciting educational experience. To Lea Bengels, who kept pushing me to complete this project. To the staff of Kentwood Hall, my parents, my in-laws and the rest of my family who provided me with the moral support needed to persist. Lastly to my son, Steven, who was so patient and sweet while I completed this project. Undergraduate Experiences of Faculty 6 Table of