Zecher, T., & Ozis, F. (2022, August), The Impact of Faculty’s Use of Pedagogical Communication Platforms on Professor-Student Rapport  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41307

\bibitem{asee_peer_41307}
  Zecher, T., \& Ozis, F. (2022, August), \emph{The Impact of Faculty’s Use of Pedagogical Communication Platforms on Professor-Student Rapport}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41307

Tina Zecher and Fethiye Ozis.  "The Impact of Faculty’s Use of Pedagogical Communication Platforms on Professor-Student Rapport".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41307 Internet.  14 Dec, 2024

\bibitem{asee_peer_41307}
  Tina Zecher and Fethiye Ozis.
  "The Impact of Faculty’s Use of Pedagogical Communication Platforms on Professor-Student Rapport".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41307 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_41307
author = "Tina Zecher and Fethiye Ozis"
title = "The Impact of Faculty’s Use of Pedagogical Communication Platforms on Professor-Student Rapport"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41307}
number = {10.18260/1-2--41307}
}

TY  - CPAPER
AB  - This research study describes engineering faculty’s mindsets toward using various communication platforms, and the impact of using such platforms on students’ perceived rapport with their professors. Communication is an essential component of establishing rapport between students and professors and rapport has been recognized as a determinant of student’s attendance, engagement, motivation, success, and retention. There is a critical need to graduate more trained students in engineering. Furthermore, evidence shows that the first year plays a critical role for retention of engineering students. By understanding what roles faculty’s choices of communication platforms play in professor-student rapport, we may formulate practical considerations on how to get faculty involved in first year retention efforts; efforts may help alleviate the STEM graduate shortage. 

Data were collected by an anonymous professor-student rapport survey distributed across the engineering college, targeting first year classes with the highest DFW rates. A total of 230 students responded to the survey from 20 different classrooms. 40 faculty from the college also completed a survey on their use of pedagogical communication platforms. Follow-up interviews were conducted with 8 faculty members to gather further perspective and information about commonly used communication platforms. This study assessed the frequency and efficacy of employed pedagogical communication platforms with respect to professor-student rapport. The findings of this study will be helpful for faculty professional development sessions aimed toward increasing engineering faculty’s knowledge and effective use of pedagogical communication platforms with an emphasis on rapport building strategies. Our preferred presentation method for this paper is an integrated round-table discussion and “lightning” workshop that would be 20 minutes in length.

AU  - Tina Zecher
AU  - Fethiye Ozis
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - The Impact of Faculty’s Use of Pedagogical Communication Platforms on Professor-Student Rapport
UR  - https://peer.asee.org/41307
DO  - 10.18260/1-2--41307
ER  -