Professors placing increased importance on relationships with students
December 8The sound of Christmas carols filled the air of the annual German Christmas party held at the Wyeth house. Students and professors conversed in conversations that quickly switched between English and German. Such interactions between faculty and students are common in the German department, which sponsors a range of events including immersion weekends and other events in which students can practice their German skills outside of the classroom. Saskia Stoessel, a member of the faculty of the German, Russian and Asian Languages Department sees going to campus social events as part of her role as a faculty member. Faculty should be concerned with learning in the classroom as well as cultivating "strong, close relationships" with students. Stoessel says that she is content with her role as a faculty member. She hopes that students can come to her not just for academic issues but also for any issue in general. "I hope that I can be a mentor for the students whom they can trust on a more social level and academic level," she said. According to a study of 32,840 full-time faculty members at 358 two and four-year colleges done by the Higher Education Research Institute at the University of California at Los Angeles, more and more faculty are starting to share Stoessel's views of trying to connect to students on multiple levels. The study completed every three years asks questions relating to the student-faculty relationship. Findings from the latest study show that faculty are increasingly interested in students' academic and personal well-being. 76 percent in 1989 said that they were interested in students' academic performance and 74 percent said they were interested in student's personal well-being. Those figures have risen today to 83 percent and 78 percent, respectively. Many members of the Tufts faculty reflect this increase by desiring to be closer to their students. Professor Chris Morse of the Chemistry department says he came to Tufts to be integrated into the lives of the students. "I would only want to teach at a place where there is a close, small community where there was no difference in and out of the classroom," Morse said. "For me, it was a choice between a prep school and a place like Tufts, where I could be entrenched in the school." It is difficult to be a teacher without knowing what is happening around campus, Morse said. Active involvement outside the classroom helps him inside. "I like to say I have my 'finger on the pulse of the campus,'" he said. "Those faculty who are the active ones who are around campus often are the ones who stick out in people's minds and the ones who are remembered." At a recent "Meet the President" Tilton event, President Larry Bacow said that he hopes every student will get to know one faculty member really well in his or Tufts career. The Task Force on the Undergraduate Experience was created in part to increase faculty interaction with students. While the Task Force has made people more aware of the issues, according to Morse, the situation has not yet changed. "All faculty on Task Force are all student-oriented but the problem is reaching all the professors who don't get involved," Morse said. Some professors, especially in the sciences and engineering, must juggle teaching and their desire to conduct research. Richard Vogel, a member of the Civil and Environmental Engineering Department, said he wishes he could spend more time being involved with campus issues but research fills the rest of his free time. "A good faculty member is devoted to research and teaching," he said. "Research is less stressful than teaching, but both are integral to my career," Vogel said. Vogel is an advisor to the student chapter of the American Society of Civil Engineers (ASCE) and also advises freshman in a Windows on Research course. While Vogel attends few events on campus, he says there is simply not enough time to do everything. Despite the lack of time, Vogel said that to be a great teacher you have to develop relationships that last a lifetime. "Engaging teachers, the effective teachers, have to have the energy to share their knowledge with students which results in long term associations with students." The most rewarding part of Vogel's career is the satisfaction of knowing students for many years after they leave the Hill.

