Research shows that there is a disconnect between student and faculty perceptions
in a range of areas. One area that has not been researched is comparing student and
faculty perceptions regarding desirable and undesirable traits in professors. The purpose
of this mixed methods study was to identify what students perceive are the most and least
desirable qualities in professors, and how those qualities affect their overall college
experience. This study also identified what professors thought students perceive as the
most and least desirable qualities in professors, and how those qualities affect students’
overall college experience. The findings indicate that the largest disparity in perceptions
between students and faculty was faculty perception that students rate them based on
class rigor and assigned grades, which were two of the least important qualities according
to students. The largest similarity that faculty and students agreed upon is that students
desire professors who are knowledgeable, passionate, engaging, and able to connect with students. Both groups also perceive that students do not like professors who are boring
and monotone. In addition, students and professors agree that students perceive
professors as playing an important role in their lives that affect their ability to learn, the
grades they receive, and also impact their overall college experience and trajectory in life.
The two groups differed when describing how professors’ undesirable qualities can
negatively affect students’ emotions and self-confidence.
Faculty and students were in agreement in a variety of areas, but they were
disconnected in several areas as well. This is a problem as we move into the future. Cox
(2009) said, “the traditional college student is no longer the typical college student” (p.
7), especially when it comes to state and community colleges. Professors would benefit
from listening to students instead of assuming that their ratings are untrustworthy and
based on how hard or easy the class was or what grade they received. The researcher
asserts, along with others in the literature, that expertise in content area is no longer good
enough to be an effective educator in higher education. Faculty also need to be experts in
understanding students. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_39752 |
| Contributors | Duff, Suzanne M. (author), Bryan, Valerie (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Educational Leadership and Research Methodology |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 132 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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