Factors That Make Faculty and Student Relationships Effective

By L. Anderson, J. Carta-falsa. 2002

93 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

… Not drowning, waving. Resilience and university: a student perspective (2018, result): “This is consistent with previous research (Anderson and Carta-Falsa 2002; Bernard 1995; Hurlington 2010; Johnson 2008; Vitto 2003).”
The Dynamics of One-on-One Teaching (2002, background): “It also would be interesting to know whether the desire for an open, supportive, comfortable, respectful, and nonthreatening interpersonal climate observed in productive classrooms (Anderson and Carta-Falsa 2002) would be as desirable in one-on-one teaching.”
Faculty and Student Relationships: Context Matters (2014, background): “…positive exchanges with faculty are clearly beneficial for a number of different student outcomes including student motivation and academic success, college persistence, and development of career building skills (Anderson and Carta-Falsa 2002; Cotton and Wilson 2006; Pascarella and Terenzini 2005).”
Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes (2006, background): “Mentoring topics in academic contexts have included senior faculty’s mentoring of junior faculty (Bullard and Felder, 2003; Quinlan, 1999), characteristics of effective faculty/student mentoring (Anderson and Carta-Falsa, 2002; Cronan-Hillix, Gensheimer, Cronan-Hillix, and Davidson, 1986; Luna and C”