Bridging the power gap: the impact of pedagogical strategies and relationship-building on student success

Abstract

Purpose – This study was designed to assess the efficacy of pedagogical and relationship-building strategies employed to foster student engagement and success. Also, it was meant to demonstrate the importance of faculty to engagement and success, and emphasize a faculty member's role in lessening the power divide that can exist in classrooms. Design/methodology/approach – First, archival survey data were explored that provide a baseline for student perceptions of the interactions with faculty that have been shown to impact student engagement. Second, an in-depth description of the course taught by this author is provided, along with the relationship-building and pedagogical strategies employed to promote student engagement and learning. Finally, a mixed-methods approach was utilized to capture whether improved engagement and learning occurred. Both qualitative data, in the form of student opinionnaires, and quantitative data gathered from the institution's assessment instrument were reviewed. Findings – A review of the qualitative survey data found that students believe faculty should be very intentional about building relationships with them. Student opinionnaires confirmed the efficacy of the relationship-building tactics employed by the instructor. Additionally, data analysis of the learning assessment tool yielded an 18% increase in performance, lending further support to the classroom strategies utilized during this time. Originality/value – The results of this study add to the body of literature addressing the impact faculty have on student engagement. Additionally, these results can be used to help inform institutional strategies, such as faculty development seminars, to improve retention as a result of an engaged student body.

Keywords

• Learning
• Pedagogy
• Student engagement
• Teacher–student relationships