Professor-student Interaction Research Articles

The Effect of School Belonging perceived by College Students majoring in Aviation Service on Learning Achievement: Analysis of the Mediating Effect of Professor-Student Interaction

The Effect of School Belonging perceived by College Students majoring in Aviation Service on Learning Achievement: Analysis of the Mediating Effect of Professor-Student Interaction

코로나19 상황에서 치위생(학)과 학생의 진로결정수준에 미치는 영향

Objectives: This study was conducted to determine the relationship between professor-student interaction, career self-efficacy, and career decision level of dental hygiene students in the COVID-19 situation and to determine the impact on career decision level. Methods: The participants in the study were distributed to students at the Department of Dental Hygiene in Gyeonggi-do and Chungcheong-do. People with clinical practice experience filled out a self-administered questionnaire, and the final analysis subjects were 181 people. Results: In the COVID-19 situation, factors affecting the career decision level of dental hygiene students were major satisfaction, professor-student interaction, and career decision self-efficacy. Conclusions: In the COVID-19 situation, the most influential factor on the career decision level of dental hygiene students was career decision self-efficacy. Therefore, in order to improve the career decision level of dental hygiene students, it was found that it was necessary to develop and apply a customized career guidance program for students in addition to strengthening career decision self-efficacy.

Investigating the advantages and disadvantages of electronic logbooks for education goals promotion in medical sciences students: A systematic review.

Electronic logbook (E-Logbook) is one of the practical software in medical science that serves as an auxiliary tool for comprehensive education, formative evaluation, and student learning documentation in clinical education. E-logbooks are available to people on the Internet without any time or place restrictions. Experts'familiarity with e-logbooks and their advantages and disadvantages can be effective in their better design so professors and students can use their potential benefits. Therefore, this study examines the advantages and disadvantages of an e-logbook. This systematic review was conducted until June 13, 2022, by searching relevant keywords such as logbook, e-logbook, and medical students in PubMed, Scopus, and Web of Science databases. Data were extracted using the data extraction form. The contents of the studies were analyzed based on the study's aim. The results of the analyses were presented in the form of descriptive statistics (tables and figures). Out of 365 retrieved studies, 13 were selected to investigate the advantages and disadvantages of e-logbooks. Most studies were conducted in Pakistan (n = 4) and focused on medical students with different specialties (n = 10). The advantages and disadvantages of e-logbooks were classified into nineand fourcategories, respectively. Most advantages of e-logbooks were related to monitoring and evaluating the performance of students and instructors (n = 11). Their most disadvantages were associated with hardware and software (n = 8). According to the results, e-logbooks can improve clinical education, provide feedback to people, control the achievement of educational goals, and increase professor-student interaction. Hence, it is recommended to address their disadvantages and barriers to improve the quality of students'performance.

일지역 간호대학생의 자기 주도적 학습능력, 교수-학생 상호작용, 이러닝 서비스 만족도·재이용 의도 및 대학생활 적응 간의 관계

Objectives This study is a descriptive survey research for understanding the relations of self-directed learning ability, professor-student interaction, e-learning service satisfaction & repurchase intention, and college life ad-justment of nursing students. Methods For five days from April 26 to April 30, 2021, a survey was conducted targeting total 145 second-year nursing students(four-year-course-college) in a region. The IBM SPSS Statistics 23.0 Program was used for data analysis. Results The subjects’ overall scores were shown as 3.36 out of 5 for self-directed learning ability, 3.76 for pro-fessor-student interaction, 3.17 for e-learning service satisfaction & repurchase intention, and 3.54 for college life adjustment. In the results of analyzing the correlations between variables, the self-directed learning ability showed positive correlations with professor-student interaction(r=.420, p<.001), e-learning service satisfaction & repurchase intention(r=.225, p<.01), and college life adjustment(r=.645, p<.001). Also, the professor-student interaction showed positive correlations with e-learning service satisfaction & repurchase intention(r=.305, p<.001) and college life adjustment(r=.557, p<.001) while the e-learning service satisfaction & repurchase in-tention showed a positive correlation with college life adjustment(r=.275, p<.01). Conclusions Therefore, it would be necessary to increase the college life adjustment of nursing students and also to establish their self-directedness and active attitude by including various training programs that could promote their self-directed learning ability and professor-student interaction in curriculum. Also, it would be required to improve service quality and problems of e-learning service for the expansion of its continuous use, and also to develop online contents about e-learning teaching method that could complement the problems.

특수대학원 재학생의 학업지속의향과 영향요인

Objectives The purpose of this study was to explore academic persistence and its influencing factors among graduate students in special graduate schools.
 Methods To achieve this purpose, hierarchical regression analysis was conducted using data from 113 participants affiliated with the special graduate school of K University located in Seoul. Specifically, at the individual level, the study examined the influence of academic self-efficacy and major immersion as psychological variables, and gender, age, and semester as background variables. At the environmental level, factors such as the professorstudent relationship, social support from peers, and the quality of educational services provided by the school were set as influencing factors. The study aimed to investigate how these variables affect the intention for academic persistence.
 Results First, academic self-efficacy and major immersion were found to have a consistent influence on the intention for academic persistence among graduate students in special graduate schools. Second, gender and semesters of study did not have a significant impact on the intention for academic persistence among special graduate school students. However, age differences showed a significant influence on the intention for academic persistence. Third, social support from peers had a significant impact on the intention for academic persistence. However, the professor-student interaction and the quality of educational services provided by the school did not have a significant influence.
 Conclusions The need for the development of programs and activities that enhance students' self-efficacy and major immersion, and support the formation of relationships with fellow learners, has been identified. Furthermore, recommendations have been proposed to strengthen the determination of graduate students in special graduate schools to persist in their academic pursuits, and to foster academic success and career development.

LiFE사업 단과대학 성인학습자의 전공선택동기와 대학생활만족도의 관계에서 교수-학생 상호작용의 매개효과

Objectives The purpose of this study is to examine the relationship between adult learners motivations for major selection, professor-student interactions, and university life satisfaction.
 Methods The study was conducted through an online survey from May 1st to June 10th, 2023, targeting a total of 260 adult learners from K University and D University. Seven copies with inappropriate responses for the pur-pose of the survey were excluded, and the final analysis was based on 253 completed surveys. To examine the relationship between motivations for major selection, professor-student interactions, and university life satisfaction. we conducted analyses including means, correlations, and multiple regression analysis.
 Results The results of this study are as follows. first, It was found that there was a statistically significant correlation between adult learners' major selection motivation, professor-student interaction, and university life satisfaction. Second, In the relationship between major selection motivation and university life satisfaction, professor-student interaction was found to have a partial mediating effect.
 Conclusions These results revealed the partial mediating effect of professor-student interaction in the relation-ship between major selection motivation and university life satisfaction of adult learners who participated in the LiFE. Through this, In order to improve adult learners' satisfaction with college life, it is necessary to pay attention to the intrinsic and extrinsic motivations of major selection, and various measures, support policies, and programs were required to promote professor-student interaction identified as parameters.

코로나19 이후 변화된 온라인 수업의 특징 분석: A 대학의 학습 시스템, 수업 유형, 수업 외 교수 - 학생상호작용을 중심으로

코로나19 이후 변화된 온라인 수업의 특징 분석: A 대학의 학습 시스템, 수업 유형, 수업 외 교수 - 학생상호작용을 중심으로

The Relationship between Course Evaluation and Academic Achievement of University Students Using Latent Profile Analysis

This study was conducted with the purpose of deriving a heterogeneous potential profile through the results of university lecture evaluation, which is students' perception of class and the product of professor-student interaction in the classroom, and identified the factors that affect it. In addition, the degree of learning flow for each potential profile was investigated and the difference was verified. For the analysis, 83,069 cases were used because of the university A course evaluation organized in the second semester of 2020, and a total of 12,919 subjects were studied. As a result of analyzing the aspects of course evaluation through class plan, content delivery, communication, response, and evaluation system, that were the sub-factors of course evaluation, the miscellaneous material profiles were classified in four. It was named as the upper group. As factors determining the latent profile using physiological data analysis. It was discovered that significant differences existed between student features (grade, major field), professor features (position), and lecture variables (category of accomplishment, lecture size). Students with lesser grades have a greater chance of succeeding quickly in the top group than do those in the humanities and social sciences, science, or engineering professions. The likelihood of being in the upper group in a course assessment as well as the likelihood of being in the upper group with higher course evaluation outcomes for general education lectures as opposed to major lectures and smaller lecture sizes increases with decreasing professor status. The level of academic obligation was then examined by potential profile based on the course evaluation outline, and the results revealed that the greater the course evaluation result, the greater the level of educational obligation. This is a significant study because it examines the variables that affect the outcomes of the university's course evaluations, which are done at the end of every semester, as well as the relationship between the outcomes of the course evaluations and academic commitment. This study established a scientific basis for colleges to prepare measures to improve the quality of education through lecture evaluation and emphasized the importance of preparing concrete measures to improve students' learning outcomes in college education.

Opinion of Engineering Students on the Use of Live Online Lectures after the Pandemic

The first outbreak of COVID-19 was reported in December 2019 and the disease took the shape of a pandemic in the next few months. Universities around the world imported lessons to their student mostly in online mode in 2020 and 2021. Thirty-five undergraduate computer science students were interviewed about their experience of attending online lectures during the COVID-19 pandemic. A quantitative analysis of their responses revealed that 43% of them felt that they can learn equally well from online and offline lectures, 49% felt that online lectures provide them flexibility which in turn helps them to perform better in academics and 54% felt that professors have improved their online teaching skills since the beginning of the pandemic. Further, a qualitative analysis revealed that students appreciate online lectures for allowing them to access ebooks and digital resources while attending lectures, and making it easier to study topics that require a lot of visualization and ask queries to professors. Consequently, 77% students said that a combination of online and offline lectures may be used in the future with students being allowed to choose how they learn. Alternatively, only online lectures may be scheduled on some days of the week so that students need not travel to the campus on those days. Keywords—COVID-19 pandemic, online lecture, flexible learning, professor-student interaction, content delivery.

체육전공 대학생의 교수 · 학생 상호작용과 진로탐색행동의 관계

The purpose of this analysis was to identify a relationship between faculty-student interaction and career exploration behavior of sports major students. To achieve the goal, samples were collected from Universities in Metropolitan area with convenience sampling method. Collected data were analyzed by SPSS 24.0. statistical program using frequency analysis, correlation analysis, and multiple linear regression analysis. The results derived from this research are as follows. First, as a result of verifying the relationship between faculty-student interaction and career opportunity, it was found that reliable interaction had an effect on career opportunity search behavior. Second, as a result of verifying the effect of faculty-student interaction on self-exploration behavior, it was found that reliable interaction and lifestyle interaction affect self-exploration behavior. Third, as a result of verifying the effect of faculty-student interaction on job search, it was found that reliable interaction had an effect on career opportunity search behavior. As described above, trust and significant influence were identified in all factors of career exploration behavior, and related education to improve personal morality and ethics to maintain trust with students should be continuously provided by universities or the Ministry of Education, and related school rules or legislation will be needed. Next, trust and life interaction during professor-student interaction were found to have a significant relationship with self-discovery during career exploration behavior, and universities need to make efforts to solve various problems of college students in addition to lectures.

Influence of University Professors on the Formation of Personal Maturity of Students

Psychological and pedagogical interaction in higher education is characterized by certain features, among which, the determining is the influence of the professor on the formation of students' personal maturity. Under the influence of internal (personal) and external (social) factors, meaningful personal formations arise, that characterize this phenomenon. The article explicates signs of personal maturity: at the individual level - adequate self-esteem, a high level of self-regulation, independence, and responsibility; within social interaction - the ability of the individual to be tolerant and empathic. The process of professor-student interaction in higher education institutions should be aimed at maintaining an enthusiastic attitude toward the future profession, and the development of relevant qualities and features necessary for the future specialist, which adds relevance to the study. An effective means of influencing the formation of students' personal maturity is psychological and pedagogical support for all participants of the educational process in higher education institutions, which corresponds to the natural concept of personality development in the dialectical unity of postmodern approaches to understanding the psyche. The result of such support lies in the preservation of moral, spiritual, and mental health, the promotion of emotional well-being of students, the development of natural potential, and the activation of internal resources that ensure the aspiration of a young person to self-development. The article outlines the peculiarities of the influence of university professors on the formation of students’ personal maturity. The latter is activated due to the professors’ readiness to create conditions for psychological and pedagogical support and effective organization of the education process. The prospects for further research lie in outlining methods for the development and formation of students' personal maturity within the process of professor-student interaction during distance learning and the subsequent testing of their effectiveness in the educational process.

교수-학생 상호작용에 대한 연구 동향

Professor-student interaction is an important component of higher education as the core of tertiary education activities. The contact between professors and students in the field of university education has a positive effect on students' academic achievement and experiences, and promotes the growth and development of students. Despite the growing importance of the professor-student interaction, studies on the professor-student interaction in nursing research are very scarce. Therefore, this study was attempted to suggest future research directions by analyzing domestic nursing research trends on professor-student interaction and to provide basic data for facilitating professor-student interaction. For this purpose, a total of 10 papers were selected based on the selection and exclusion criteria of this study among nursing studies on professor-student interaction published in domestic academic journals. The general characteristics, key variables, and key findings were analyzed for the selected papers. As a result, the key variables on the professor-student interaction were classified into four categories: Academic achievement, college life satisfaction, affective characteristics, and career-related. Key findings were categorized into two categories; Correlation with other variables, evaluation factor of learning method. Results indicate that professor-student interaction is an important component in nursing education. Therefore, it is necessary to activate the interaction between professors and students in nursing. Nevertheless, there are only a few nursing studies on professor-student interaction in Korea. For the future, a concept analysis, a qualitative study to understand the characteristics of the interaction phenomenon between professors and students of the nursing, and an exploration of the individual characteristic factors of nursing students related to professor-student interaction are needed. In addition, nursing professors need to actively attempt to interact with students.

대학 비대면 수업에서 학습자 간 상호작용과 교수-학생 상호작용이 수업 참여도 및 만족도에 미치는 영향에서 협력적 자기효능감의 매개효과

Objectives The purpose of this study was to analyze of cooperative self-efficacy’s mediating effect in impact of students’ interaction, professor-student interaction on class participation, class Satisfaction in untact class. Methods To achieve this purpose, question investigation of students’ Interaction, professor-student interaction, cooperative self-efficacy, class participation, class satisfaction in untact class has done. The subject were 636 university student at G university in gyeong sang nam do. To measure students’ Interaction, professor-student interaction, cooperative self-efficacy, class participation, class satisfaction, measurement tool was made existing tool. On this basis, research materal was collected and analyzed. Using SPSS statistics 21 for window program for data processing, frequency analysis, Cronbach's α verification, Pearson’s product moment correlation coefficient, Tolerance, Variance Inflation Factor(VIF), Correlation coefficient, mediator effect verification were used to analyze the data. Results Result of this study are summarized as follows: First, students’ Interaction, professor-student interaction, cooperative self-efficacy effected on class participation, class satisfaction in untact class positively. Second, cooperative self-efficacy had part mediator effect in relation of students’ Interaction, professor-student interaction and class participation, class satisfaction in untact class. Conclusions This study had meaning to analyze mediating effect cooperative self-efficacy in relation of students’ Interaction, professor-student interaction and class participation, class satisfaction in untact class. On this study, our socity will have to devise various way to reinforce students’ Interaction, professor-student interaction, cooperative self-efficacy for university student’ s class participation, class satisfaction’s improvement.

대학생의 학업적 자기효능감과 수업 참여도 및 전공 만족도 관계에서 교수-학생 상호작용의 매개효과

Objectives The purpose of this study was to analyze mediating effect of professor-student interaction in relation of university student’ s academic self-efficacy and instruction particpation, major satisfaction.
 Methods To achieve this purpose, the study subject were university 1~2 grade 870 student while at G university in J city in gyeong sang nam do question investigation was performanced aimed at this students during 5 days. To measure university student’ s academic self-efficacy, professor-student interaction, instruction particpation and major satisfaction. measurement tool was made existing tool. On this basis, question materal was collected and collected question materal was analyzed using SPSS 25.0 program.
 Results Result of this study are summarized as follows: First, there were meaningful relation among university student’ s academic self-efficacy, professor-student interaction, instruction particpation and major satisfaction. and university student’ s academic self-efficacy, professor-student interaction effected on instruction particpation and major satisfaction positively. Second, professor-student interaction had part mediator effect in relation of university student’ s academic self-efficacy and instruction particpation, university student’ s academic self-efficacy and major satisfaction.
 Conclusions This study had meaning to analyze mediating effect professor-student interaction in relation of university student’ s academic self-efficacy and instruction particpation, major satisfaction. On this study, our socity will have to devise various way to reinforce academic self-efficacy and professor-student interaction for university student’ s instruction particpation, major satisfaction’s improvement.

The effect of college students' self-directed learning strategies on academic satisfaction in untact learning environment: Focusing on professor-student interaction and cognitive presense

목적 본 연구에서는 코로나-19로 인해 1학기 동안 비대면 학습 환경에서 전면 온라인 수업을 수강한 대학생들의 자기주도적 학습전략과 학업만족도 간의 관계에서 교수-학생 상호작용과 인지실재감의 구조적 역할을 파악하는데 그 목적이 있다. 방법 이를 위하여 경상북도 소재 H대학에서 비대면 수업에 한 학기동안 참여한 재학생을 학년별로 100명씩 총 400명을 대상으로 자료 수집을 하였다. 자료분석은 SPSS 21.0과 SPSS Process Macro 3.0을 활용하여 기초통계, 상관분석, 이중매개분석 등을 진행하였다. 결과 본 연구에 대한 결과는 다음과 같다. 첫째, 주요 변인들 간 관계를 살펴본 결과 자기주도적 학습전략, 교수-학생 상호작용, 인지실재감과 학업만족도 간에 유의미한 정적 상관이 있는 것으로 나타났다. 둘째, 비대면 학습환경에서 자기주도적 학습전략과 학업만족도의 관계에서 교수-학생 상호작용과 인지실재감이 순차적으로 매개하는 것으로 나타났다. 이는 자기주도적 학습전략이 높을수록, 교수-학생 상호작용이 높아지고, 인지실재감도 높아져, 학업만족도가 높다는 것을 의미한다. 결론 비대면 학습이 장기화되어질 경우, 학생들의 학업만족도를 높이기 위해서는 자기주도적 학습을 향상시켜줄 수 있는 환경이 마련되어야 하며, 교수-학생간의 상호작용을 높일 수 있도록 수업 내외에서 교수자들의 노력과 학생들의 실질적인 학습이 고도화될 수 있도록 대학차원에서의 준비가 마련되어야 할 것이다.

Factors Affecting Learning Satisfaction in Face-to-Face and Non-Face-to-Face Flipped Learning among Nursing Students.

Factors influencing students’ learning satisfaction may differ between face-to-face and non-face-to-face flipped learning. For non-face-to-face flipped learning, which was widely employed during the COVID-19 pandemic, it is necessary to examine the impacts on learning satisfaction, which may vary depending on professor–student interaction rather than individual competencies, such as SDL readiness. This descriptive study, conducted 2 March 2019 to 24 June 2020, included 89 s-year, flipped-learning nursing students (28 face-to-face, 61 non-face-to-face). Students completed questionnaires about learning satisfaction, SDL readiness, and professor–student interaction. The data, collected using e-surveys, were analyzed using descriptive statistics, t-test, ANOVA, Pearson’s correlation, and multiple stepwise regression with IBM’s SPSS Statistics 25.0 program. The total average score of learning satisfaction (38.19 ± 6.04) was positively correlated with SDL readiness (r = 0.56, p < 0.001) and professor–student interaction (r = 0.36, p = 0.001), although total learning satisfaction was significantly different between the face-to-face and the non-face-to-face groups (t = 5.28, p = 0.024). They were also significant influencing factors, along with face-to-face flipped learning, for total learning satisfaction (F = 18.00, p < 0.001, explanatory power = 36.7%), suggesting flipped learners in non-face-to-face contexts must increase engagement beyond professor–student interaction.

A study of E-learning satisfaction factors on university after COVID-19 :Using the IPA methodology

본 연구는 대학 이러닝 강의에 대한 중요도-만족도 조사를 통해 학생들의 요구에 맞는 교육 서비스를 제공하여 비대면 교육의 질 향상에 기여하는 것을 목적으로 하였다. 우선 선행연구에 입각하여 이러닝 강의, 성적 평가, 피드백, 이러닝 시스템, 상호작용, 과제 총 6가지의 품질 요인으로 분류한 뒤, 세부 품질 요인을 25가지로 분류해 설문지를 구성하였다. 이후 수도권 소재 I 대학 학생 190명을 대상으로 이러닝 강의에 대한 중요도-만족도 분석을 진행하였다. 수집된 자료를 바탕으로 학년별, 계열별, 이러닝 경험 유무별로 중요도와 만족도 점수의 차이 분석(t 검정) 및 중요도-만족도 분석(IPA)을 수행하였다. 차이 분석결과 학년별, 계열별, 이러닝 경험 유무별로 유의미한 차이는 존재하지 않았다 (p>0.05). 한편 중요도-만족도 분석결과 6가지 품질 요인 중 집중적인 개선 노력이 필요한 요소로는 이러닝 시스템 1개, 피드백 2개, 상호작용 1개, 과제 1개, 이러닝 강의 2개가 도출되었다. 이에 대한 구체적인 항목으로는‘시스템 신뢰도’,‘피드백의 신속성’, ‘피드백 시스템 구축’, ‘교수-학생 간 상호작용’, ‘과제의 양’, ‘정확한 목표 제시’, ‘내용의 정확성’이 제시되었다. 본 연구는 기존 연구들에서 다루지 않았던 이러닝 경험 유무 특성을 추가하여 연구를 진행하였다는 점에서 시사하는 바가 크며, COVID-19 상황에 맞는 이러닝 교육 환경을 구축하는데 기여할 수 있을 것으로 사료된다.The purpose of this study was to contribute to improving the quality of e-learning service by providing educational services appropriate to the students needs based on the students satisfaction survey. For this purpose, The questionnaire composed of 6 quality factors and 25 detailed quality factors was developed to measure the students’satisfaction, then the survey of 190 I-university students was conducted. t-test and IPA were performed according to the students’grade, college majors, experience of e-learning. The differences between importance and satisfaction of the every factors were not statistically meaningful by the grade, college majors, experience of e-learning. According to IPA, 1 items from system, 2 from feedback, 1 from interaction, 1 from task, 2 from e-learning lecture were need to be improved intensively. To put in concretly, They were system reliability , fastness of feedback , building a feedback system , professor-student interaction , amount of task , exposing exact goals , accuracy of content . This study is significant in that the study was conducted by adding experience of e-learning which is not studied in existing study. This study is thought to be able to contribute to the establishment of an e-learning service which is suitable with the situation of COVID-19.

음악전공 대학생의 진로성숙도와 심리적 변인의 융합적 구조 관계

The purpose of the study was to analyze the structural relations between the major satisfaction(MS), the professor-student interaction(PSI), the musical self-efficacy(MSE) and the career maturity(CM) of university students majoring in music.<BR> To investigate research questions, the current study were performed with 700 university students majoring in music at five universities located in Seoul. The suitability of a research model was verified with SEM using LISREL 8.80.<BR> The results derived from analyses were as follows:<BR> First, MS of university students majoring in music statistically significantly affected PSI, MSE and CM.<BR> Second, PSI of university students majoring in music did not statistically significantly affect CM. On the other hand, MSE statistically significantly affected CM.<BR> Third, MS by the mediation of PSI of university students majoring in music did not statistically significantly affect CM.<BR> However, MS by the mediation of MSE statistically significantly affected CM. Such results could imply MS through MSE positively affected CM. Last but not least, results obtained from the current study could provide educational implications which could be used as a supportive role for their majors and careers by determining the causal relations between PSI, MSE and CM for university students majoring in music.

Distance Teaching in Chemistry: Opportunities and Limitations.

Remote teaching in the tertiary education sector is a relatively common practice, and the implementation of digital solutions in chemistry teaching offers many new opportunities and tools. A survey was conducted after 3 months of emergency remote teaching linked to the COVID-19 pandemic and showed that half of the students estimated it was difficult to study remotely, and reported they had to invest more time compared to classroom teaching, which led to a drop in motivation. Professors also noted that the time necessary to invest in order to produce digital teaching content was enormous. Massive open online laboratories (MOOLs) and process simulators are interesting tools, but practical lab work and related know-how cannot fully be replaced by digital techniques. Finally, it appeared that the professor-student interaction is very important in the distance-learning process, and that a high level of pedagogical (inter)activity is mandatory to maintain motivation and better quality of teaching and learning.

Professor–Student Interaction in the Midst of Illness: A Collaborative Autoethnography

This article explores the complexities of navigating professor-student interaction in the midst of serious illness. Using collaborative autoethnography, the authors describe the experience of a student’s multiple cancer diagnoses, and her professor’s thought processes in deciding the best ways to support her while staying attuned to expectations for professional-personal boundaries in academia. The authors argue that health crises necessitate blurring relational boundaries, thereby igniting empathy and uniting us as human beings despite academic status hierarchies. The analyses presented have implications for other widespread illnesses, such as COVID-19, as college faculty are compelled to regularly conduct their work and interact with students from home, further complicating professor-student communication and the barriers that separate professional and personal spheres.