![\"image\"](\"http:\/\/www.uprm.edu\/ac\/wlw\/c79402bce25f_E788\/image.png\")
<\/a><\/p>\nEncontraron cinco tipos de interacciones:<\/p>\n
Disengagement: \u00abWe define disengagement as faculty and students not interacting outside the classroom. Our study revealed that, despite institutionally established conduits through which interaction could occur, the majority of the students and faculty members were not engaged with one another outside the classroom. The most obvious indicator of disengagement was the absence of faculty members at College functions.\u00bb Me parece que esta es una experiencia muy com\u00fan en la mayor parte de las universidades.<\/p>\n
Incidental Contact: \u00abThe second most frequently observed type of faculty-student interaction was incidental, or unintentional, contact between the faculty and students. Polite greetings and waves are typical of this type of interaction.\u00bb No hay mucho avance en este tipo de interacci\u00f3n pero por lo menos hay un reconocimiento de que el estudiante existe.<\/p>\n
Functional interaction: \u00abOccurs for a specific, institutionally related purpose. This type of interaction can include students asking professors academic questions, students and faculty members working on a College project together, or faculty members asking students institution-related questions.\u00bb Este es un tipo de interacci\u00f3n fuera de la sala de clases que asemeja la que puede darse dentro de la clase.<\/p>\n
\u00abIn personal interaction, the interaction is purposeful (which distinguishes it from incidental contact) and revolves around the personal interest(s) of a faculty member and\/or student (which distinguishes it from functional interaction). This is the type of interaction in which a personal\u2014as distinguished from a purely professional\u2014relationship can develop between a professor and a student.\u00bb Aqui ya esta germinando la semilla del proceso de mentor\u00eda. El profesor comienza a desarrollar una relaci\u00f3n m\u00e1s humana con el estudiante.<\/p>\n
Mentoring: \u00abTo be labeled as a mentoring relationship in our study, the relationship must have met all three criteria set forth by Anderson et al. (1995), who summarized Jacobi’s work: (a) direct assistance with career and professional development, (b) emotional and psychosocial support, and (c) role modeling. In essence, mentoring minimally required an extended relationship built on both functional and personal interactions. Y esta fue el tipo de relaci\u00f3n que se dio con menos frecuencia en el estudio.<\/p>\n
Los autores concluyen: \u00abPerhaps, then, by embracing the notion that faculty-student interaction outside the classroom need not be formal or academic to hold value, institutions of higher learning can begin to tap the full potential of such interactions as an integral component of the undergraduate experience.\u00bb<\/p>\n
Adem\u00e1s de continuar trabajando para una educaci\u00f3n de calidad en la sala de clases, es de vital importancia crear mecanismos fuera de las clases que fomenten la interacci\u00f3n entre estudiante\/profesor. Pero como no es posible obligar a los profesores a ser mentores (tal vez se podr\u00eda pero creo que esto es un proceso natural del cual no tenemos control total), lo que si es esencial es asegurarnos de reclutar a maestros y profesores que est\u00e9n interesados en ser mentores y servir de modelos a los estudiantes. Aquellos que no les interese esta tarea, deben buscar trabajo en otro sitio.<\/p>\n","protected":false},"excerpt":{"rendered":"
Bradley E. Cox & Elizabeth Orehovec. Faculty-Student Interaction Outside the Classroom: A Typology from a Residential College. The Review of Higher Education 30.4 (2007) 343-362<\/p>\n
Se ha encontrado en m\u00faltiples estudio que la calidad y la cantidad de las interacciones entre los estudiantes y profesores es un componente que est\u00e1 relacionado al \u00e9xito de los … <\/p>\n