Abstract
Whereas often emphasized in teaching children, the role of caring has been largely ignored in postsecondary education. This study shares college students' perspectives of instructor caring within a large biology lecture course. Within this context caring was perceived as both learning centered, which emphasizes content mastery and higher-order thinking, and learner centered, which emphasizes mutually trusting and respectful relationships and learners as individuals. Many factors were found to indicate caring (e.g., getting to know students, welcoming student questions, offering multiple learning opportunities and resources) and their combined use led to increased student motivation and learning.
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