From classroom teaching to mentoring and coaching outside the classroom, faculty are integral to student success (Hollinger-Smith, 2022; Smith, 2021). Umbach and Wawrzynski (2004) note that effective interactions between faculty and students can positively influence students’ perceptions of support and improve their academic and professional gains.
According to the 2014 Gallup-Purdue Index Report, there are three main roles that individual faculty play in supporting student success (EAB, 2019):
Enhance the students' learning experience
Early warning systems to identify at-risk students
Faculty-student mentoring
Student agency and success are a top priority for NYU SPS and faculty play a significant role in giving career-focused approaches, resources, and guidance. Faculty also have direct interactions with students in their classes, so it’s important to be aware of the resources available to support student success.
To facilitate these roles, Nexus has created a resource called Nexus Insight: Supporting Student Success. In this Nexus Insight, you'll find video-based scenarios that illustrate common situations you may encounter with students, as well as suggested strategies to provide support and direct students to appropriate resources.
Visit the Nexus Insight: Supporting Student Success to access resources, analyze cases, and plan for how to best support student success.
References
EAB. Academic Affairs Forum (2019). Defining the Faculty Role in Student Success. EAB. Retrieved from: https://attachment.eab.com/wp-content/uploads/2024/01/32419-06-EAB-AAF-Study.pdf
Sanderson, C. D., Hollinger-Smith, L., & Cox, K. (2022). A Model for Student Success. The Journal of nursing education. 61(2). 101–104. https://doi.org/10.3928/01484834-20211213-07
Smith, E. (2021). The Intersection of Faculty Success and Student Success. International Journal of Multidisciplinary Perspectives in Higher Education. 5. 180-183. doi: https://doi.org/10.32674/jimphe.v5i1.2533
Umbach, P. D., Wawrzynski, M. R. (2005). Faculty Do Matter: The Role of College Faculty in Student Learning and Engagement. Research in Higher Education. 46. 153-184. doi: https://doi.org/10.1007/s11162-004-1598-1
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