22 SES 10 B, Teaching, Learning and Assessment in Higher Education
Parallel Paper Session
Interactions between college teachers and students have received special consideration by a plethora of researchers. Particularly, it has been systematically advocated that institutional supportive environments and educational supportive interactions between teachers and students are beneficial and enhance students' academic success and psychosocial development (Astin, 1993; Chickering & Gamson, 1987; Chickering & Reisser, 1993; Kuh et al., 2005, 2006; Pascarella & Terenzini, 2005; Tinto, 1993).
Abreast the research, the latest economical, social and political demands within European Space is challenging European Higher Education institutions to enhance European students' academic and vocational training as a successful endeavor, vital for Europe competitiveness. It's also expected from the educational systems the development of citizens with a productive part within Europe. Bologna is demanding a shift in the way educational roles of students and teachers were once defined, and educational practices were planned and executed.
Looking once again to the research produced over the last decades, it's unavoidable to conclude that certain practices and behaviors of teachers and students have positive effects over the teaching-learning process (Astin, 1993; Kuh & Hu, 2001; Kuh et al., 2006; Pascarella & Terenzini, 2005; Strauss & Volkwein, 2002; Tinto, 1993; Umbach, 2007). Such studies are of great relevance because they provide important clues that can give a fundamental contribution to educational practices improvement. It's then understandable that diagnosis instruments can become an useful tool to help the development of quality educational practices.
Within this conjuncture, the present study had two main short term goals: the analysis of college students' and teachers' perceptions of quality interactions; and the design of a scale of College Teacher-Student Interactions, based on participants' perceptions and on national and international literature analysis. The ultimate and long term goal of this ongoing research project is to enhance the quality of institutional educational practices within a broader European project whose framework started by Bologna.
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