Connecting to the Professor: Impact of the Student–Faculty Relationship in a Highly Challenging Course

Abstract

While many factors play into college student success, interaction with faculty has been identified as a key component. In highly challenging and anxiety-provoking courses, the student–faculty relationship may be all the more important. This study uses organic chemistry as a case example to investigate the role of the student–faculty relationship in such a setting. The study surveys 113 undergraduates in six organic chemistry courses to examine the relationship of student–faculty relationship to grade, course confidence, and sense of science identity. In regression analyses, student–faculty relationship positively predicted grade as well as confidence, but not science identity. Suggestions for faculty practices are offered.

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