From Anonymity to Engagement: The Benefits of Early-Semester Student-Instructor Meetings
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| Title: | From Anonymity to Engagement: The Benefits of Early-Semester Student-Instructor Meetings |
|---|---|
| Language: | English |
| Authors: | James T. Davis (ORCID |
| Source: | Advances in Physiology Education. 2025 49(3):605-610. |
| Availability: | American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Student Relationship, Learner Engagement, Correlation, Introductory Courses, Physiology, Grades (Scholastic), Student Surveys, Student Attitudes, Science Achievement, Meetings, Undergraduate Students, Student Participation, College Faculty, Academic Persistence, Educational Strategies |
| DOI: | 10.1152/advan.00040.2025 |
| ISSN: | 1043-4046 1522-1229 |
| Abstract: | Student-instructor relationships play a crucial role in academic engagement and success, yet large lecture courses often limit direct interaction. This study investigated whether a brief, early-semester meeting with the instructor could enhance student engagement and academic performance. Students (n[subscript T] = 423) in a large introductory physiology course were offered a five-minute, one-on-one meeting with the instructor, with a majority of students (n[subscript M] = 323) completing the meeting. Students (n[subscript R] = 336) completed a midsemester survey that assessed engagement behaviors and self-reported letter grades at midterm. Students who completed the survey and participated in the meeting (n[subscript RM] = 285) reported higher letter grades at midterm compared to those who did not (P = 0.02). These findings correlated with a moderate effect size (Cramér's V = 0.18). Similarly, an analysis of actual midterm grades between students who completed the meeting and those who did not revealed a moderate to strong effect size (Cramér's V = 0.33). While meeting participation did not significantly impact question-asking behavior during class, students reported feeling more comfortable seeking help in person, during class, and via email. Thematic analysis revealed two major themes: "Student Motivation and Intentions for Engaging with the Professor" and "Relationship-Building and Perceptions of the Professor." Many students initially attended for extrinsic reasons (e.g., extra credit) but later expressed increased comfort with the instructor, reinforcing their willingness to engage in class. These findings suggest that structured, low-stakes interactions may improve student-instructor relationships, even in large lecture courses. Future research should explore the long-term impact of such meetings on student success and retention. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475551 |
| Database: | ERIC |
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| Abstract: | Student-instructor relationships play a crucial role in academic engagement and success, yet large lecture courses often limit direct interaction. This study investigated whether a brief, early-semester meeting with the instructor could enhance student engagement and academic performance. Students (n[subscript T] = 423) in a large introductory physiology course were offered a five-minute, one-on-one meeting with the instructor, with a majority of students (n[subscript M] = 323) completing the meeting. Students (n[subscript R] = 336) completed a midsemester survey that assessed engagement behaviors and self-reported letter grades at midterm. Students who completed the survey and participated in the meeting (n[subscript RM] = 285) reported higher letter grades at midterm compared to those who did not (P = 0.02). These findings correlated with a moderate effect size (Cramér's V = 0.18). Similarly, an analysis of actual midterm grades between students who completed the meeting and those who did not revealed a moderate to strong effect size (Cramér's V = 0.33). While meeting participation did not significantly impact question-asking behavior during class, students reported feeling more comfortable seeking help in person, during class, and via email. Thematic analysis revealed two major themes: "Student Motivation and Intentions for Engaging with the Professor" and "Relationship-Building and Perceptions of the Professor." Many students initially attended for extrinsic reasons (e.g., extra credit) but later expressed increased comfort with the instructor, reinforcing their willingness to engage in class. These findings suggest that structured, low-stakes interactions may improve student-instructor relationships, even in large lecture courses. Future research should explore the long-term impact of such meetings on student success and retention. |
|---|---|
| ISSN: | 1043-4046 1522-1229 |
| DOI: | 10.1152/advan.00040.2025 |
