NONTRADITIONAL STUDENTS' OPINIONS ABOUT THE MOST IMPORTANT CHARACTERISTICS OF GOOD COLLEGE TEACHERS.
Contributors: Columbia University. Teachers College.
Published: 1989
Number of pages: 102
Subjects: Health Sciences, Nursing.; Education, Community College.
Description: Non-traditional college students at a community college nursing program were surveyed by questionnaire and through personal interviews to find out whether their perception of the most desirable qualities in their instructors differs significantly from that of their traditional counterparts.

In general, no major differences were found. The five top-ranked qualities, as elicited in other previous studies with traditional students, were largely echoed in the non-traditional students' responses, although in a few instances the order in which the qualities were named was slightly different.

What emerged as the most significant finding was perhaps the way non-traditional students, especially in the interview part of the study, stressed their perception of a "good" teacher as one who gave them the most support and guidance outside of the regular instruction. Since the kind of help sought (such as understanding of the students' special problems) is normally provided by college student personnel departments, students' insistence on such help specifically from teachers may be seen as an unconscious seeking of emotional support and encouragement; the non-traditional student apparently needs from the teacher a reassurance that the teacher has faith in him and is convinced the student can succeed.

The results of the study suggest that college level instructors dealing with non-traditional students should be made aware of the fact that their involvement in non-academic problems of the students may play a significant role in the overall achievement of the class.
Notes: Source: Dissertation Abstracts International, Volume: 50-03, Section: B, page: 0905.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1989.

School code: 0055.