PROFESSOR STUDENT INTERVIEWS 1
Final Project: Part 1 – Professor and Student Interviews
Michelle Topal
School of Education, Liberty University
PROFESSOR STUDENT INTERVIEWS 2
Final Project: Part 1 – Professor and Student Interviews
P Interview
Professor’s Name Terri B. Craft, MA, TESOL
College or University
Where the Professor
Currently Teaches
Southern Regional Technical College
Course(s) the Professor
Currently Teaches English Composition I and II, World Literature, and Humanities
Number of Years as a
College or University
Professor
23 years
Describe Your
Relationship With the
Professor
Former colleague
P Interview Questionnaire
1. What is your educational and career background and how does it contribute to your
effectiveness as an instructor?
Ms. Craft has a Master of Arts in in English, specializing in 18th century British
literature, which she received from the University of North Alabama. In addition, she also has
30 graduate hours in secondary education language arts and writing from the University of
North Alabama. Ms. Craft continued her graduate education to receive 18 credit hours in
humanities from Tiffin University and graduate level TESOL certification from Seattle
University.
For her career, Ms. Craft worked as a paralegal in family law for six years, and while
working as a paralegal completed her coursework on her master’s in British literature. While
working on her master’s, she taught developmental writing and reading at Northwest Shoals
Community College, and then she taught English Composition, along with development
reading and writing at the University of North Alabama after completing her master’s degree.
Ms. Craft continued to teach English Composition, along with American and English
PROFESSOR STUDENT INTERVIEWS 3
Literature for the University of North Alabama and Northwest Shoals Community for several
years.
For the next step in her career, Ms. Craft taught four years of TESOL to second
language learners at the University of North Alabama, focusing on reading and writing in the
English language. She also taught TESOL for Arkansas State University through Second
Language Learners, as well as maintained the Second Language Learners Tutoring Center for
all second language learners on campus. Following this, Ms. Craft had a brief stint in
administration as the Director of Academic Support Services and Retention for Andrew
College, where she increased the retention rate by 43%. Shortly thereafter, she became the
Director of the First Year Experience Program for Incoming Freshmen.
Following her time with TESOL and at Andrew, Ms. Craft taught English
Composition, Humanities, and World Literature at Bainbridge State College, now Abraham
Baldwin Agricultural College. At Bainbridge she was also co-chair of the QEP Committee.
This led her to her current teaching position at Southern Regional Technical College. At
Southern Regional, she teaches both levels of English Composition, World Literature, and
Humanities. In addition, Ms. Craft also serves as a faculty mentor for developmental reading
and writing students.
Her background and coursework, especially in education introduced her to multiple
learning styles. As the Director of Academic Support Services and Retention, she was very
hands on with students, and this kept her abreast of their academic needs, as well as the
research she completed as co-chair and member of the QEP committee regarding student
learning experiences. Her legal experience especially honed her people skills. This would
prove to be particularly effective in dealing with at risk students (T. Craft, personal
PROFESSOR STUDENT INTERVIEWS 4
communication, September 11, 2024).
2. How do you make sure that your classroom, both online and face-to-face, is
welcoming to all students so they feel safe from judgement and free to explore the
subject matter?
Ms. Craft maintains an informal and open environment in her classroom that is
centered on respect for one another as learners, educators, and individuals. She has an open-
door policy in addition to adhering to posted office hours. Thus, students can seek counsel,
advice, and sometimes just someone to listen to them at any time either face-to-face or
remotely (T. Craft, personal communication, September 11, 2024).
3. How do you support students who are falling behind in class in a manner that
promotes learning and success?
Students can meet with her for individualized coaching and tutoring until such time as
their progress has improved or they feel comfortable moving forward in the course. She will
meet with them face-to-face or virtually through Zoom, whatever works best for the schedule
of the student. Ms. Craft also sends students to the tutoring and writing centers that are at their
disposal. In addition, she holds weekly sessions for the students to attend where she goes over
material that they did not understand. These sessions are not mandatary but voluntary.
Students who do not feel comfortable asking questions in front of others can seek her out
individually in person or remotely. Ms. Craft has a designed phone number only for student
use and has a promise in the syllabus that if she is not available, she will get back in touch
with them to schedule a time in less than 24 hours. In writing classes, students must attend two
virtual or face-to-face sessions to go over work in detail. Ms. Craft usually blocks out a
minimum of two hours for each session and students are made aware of the time. If a student
PROFESSOR STUDENT INTERVIEWS 5
cannot spend the full two hours, Ms. Craft does her best to discuss major concerns during the
time that the students have available (T. Craft, personal communication, September 11, 2024).
4. In today’s society, technology is a part of everyone’s life. How do you promote and
incorporate the use of technology into the curriculum to assist students?
Students use the Blackboard Learning Management System. Ms. Craft provides lessons
in both the face-to-face and online format. She also uses multiple forms of media services in
lessons and tutoring with the students. Meetings with the students are conducted either through
Zoom or the Learning Management System. Ms. Craft presents material in sound bites format
to replicate social media. She wants to engage social media to connect students with lessons
and how they apply to everyday life while maintaining a good balance with more traditional
forms of lesson delivery (T. Craft, personal communication, September 11, 2024).
5. If I were a first-year college or university professor, what advice would you offer to
help me succeed?
The best advice is to meet students the best you can at their level. Try to always find
something positive to convey to each student or the class as a whole. Most importantly,
understand that the students are human and will make mistakes. It is okay to tell a student that
you were wrong, but you need to have a plan to correct whatever error or dispute is being
addressed. It is all right to not have all the answers. Students need to know that you are human
also (T. Craft, personal communication, September 11, 2024).
PROFESSOR STUDENT INTERVIEWS 6
S Interview
Student’s Name Miah Prothro
College or University
Where the Student
Currently Attends
West Georgia Technical College
Number of Years/Degree
Level as a Student 2nd year, Sophomore
Describe Your
Relationship With the
Student
Work study student in library where I’m director
S Interview Questionnaire
1. How has your experience as a college student been? Please give examples of any highs
and lows you have experienced academically, emotionally, or spiritually.
Miah states that college life has been fun. It has been particularly entertaining to
navigate the different types of schoolwork as compared to high school. As far as the highs and
lows, she can think of one high and one low in particular. Regarding the high, it was finally
completing one class that she honestly though that she would never finish. The low was when
she first started college last year, she ended up being admitted to the hospital for two months.
As a result, she could not complete most of her classes. This basically meant that she had to
start over again from the beginning and that was really depressing emotionally. Miah felt like
she was a failure when it really was not her fault (M. Prothro, personal communication,
September 11, 2024).
2. How do you manage multiple tasks? Please give some examples of good time
management strategies you have used.
To manage multiple tasks, Miah has an online tool that she uses. When she gets her
syllabus from the instructor at the beginning of the term, she creates a to do list the first week
of class by putting in everything that has to be done. This is all done according to priority.
PROFESSOR STUDENT INTERVIEWS 7
That way, every day as she goes and checks the list, she knows what, if anything, needs to be
done that day. In the past, Miah did not really use time management tools and that created
problems in that she did not necessarily get everything done on time. However, now that she
has her online tool, this helps because she can check items off the list and make sure that
everything is completed on time (M. Prothro, personal communication, September 11, 2024).
3. Do you think high school prepared you for college life? Why or why not?
Miah answered that yes and no high school did and did not help prepare her for college
life. Yes, high school helped prepare her for college because it was school with assignments
on a structured schedule. College is just a little more advanced. However, in a way she
believes that high school may have over prepared her for college. High school faculty used a
great deal of fear mongering about college and how college instructors would be extremely
unfriendly and would not care if students were passing or failing their classes. Miah said this
was completely unnecessary. She has found that all of the professors she has encountered
since she has been in college have been very helpful and seem to care about their students and
want them to succeed in class (M. Prothro, personal communication, September 11, 2024).
4. What degree path are you following? What career do you hope this will lead to and
why?
Miah is currently pursuing a degree as a surgical technologist. A surgical technologist
is a member of the healthcare staff who assists the doctors and nurses in the operating room
during surgeries. Miah hopes this degree leads to a career in the field of surgical technology so
that she can work in the operating rooms alongside doctors. While her primary hope is surgical
technology, she is also considering a secondary degree in medical assisting. Medical assistants
do both administrative and clinical work to help the medical staff. Either way, she is really
PROFESSOR STUDENT INTERVIEWS 8
excited to start a career in the health sciences (M. Prothro, personal communication,
September 11, 2024).
5. Who is your favorite professor and why?
Miah’s favorite professor in Annabel Tedder who teaches Anatomy and Physiology.
Ms. Tedder is her favorite professor because she was extremely helpful in the hardest class
that Miah has ever taken in her entire life. Ms. Tedder assigns difficult homework, and her
exams are even harder. A student definitely has to know anything and everything about
anatomy and physiology if they want to pass this class. Miah does not just want to pass the
class, she needs to make at least a B, because surgical technology is competitive selection.
However, as hard as the class and assignments were, Ms. Tedder really cares about her
students. She will do anything and everything to help and make sure that her students do well
as long as they are willing to put forth the effort (M. Prothro, personal communication,
September 11, 2024).
PROFESSOR STUDENT INTERVIEWS 9
Instructional Research Strategies Plan
When students start college, they go through a variety of emotions. Some students are
excited while others are nervous and even fearful of what lies ahead. Students definitely have
stress facing college life, particularly dealing with academic demands and a new social
environment (Davidson & Ewert, 2020). Students have to use several strategies to achieve the
desired success in college. These tactics include strong time management skills, good study
skills, and a proper balance between their school and personal lives.
Time Management
Time management is defined as a self-motivated attempt to use time in an effective way
to achieve desired outcomes (Wolters & Brady, 2021). Time management is a common
challenge among undergraduate students. About 50% of students who enroll in college classes
never finish their degrees (Oreopoulos et al., 2022). Student effort is a key factor in determining
if they will succeed in college and a great deal of students devote very little time to studying,
many only studying a couple of hours each week. Students surveyed stated that procrastination
and poor time management were the greatest challenges to their academic success, even though
they had a great deal of free time in their schedules. Those enrolled in online courses access their
course material even less as online education has a more asynchronous and unstructured
environment than face-to-face courses (Oreopoulos, et al., 2022).
In addition, many college students no longer have regular interaction with their parents,
instructors, or other adults who previously provided structure in their lives. At the same time, the
material being studied in college is more advanced than that reviewed in high school and more
time-consuming. This is all taking place at a time when students are experiencing an increased
level of independence and responsibility than they have ever known before. They also have more
PROFESSOR STUDENT INTERVIEWS 10
opportunities for participation in non-academic clubs and activities that can be adverse to their
academic and emotional well-being. This need to balance academics, extracurricular activities,
and social engagements presents a serious challenge for beginning college students and can be a
cause of severe stress (Wolters & Brady, 2021).
College support for improve time management skills is one of the most common
academic interventions provided to college students. Many colleges in the United States have a
form of first-year seminar course that works to establish or improve students’ efficiency and use
of their time. In fact, time management is typically stated as one of the primary goals for these
courses. Time management is also a topic covered in study skills courses and optional
workshops. In addition, college advisors, academic coaches, counselors, and academic support
staff identify improvement in time management skills as key to the assistance they provide
students (Wolters & Brady, 2021).
Time management can also become an issue if a student has a regular job. The number of
students who are in college while working has increased in recent decades. Many college
students work to handle increasing student costs and to combat student loan debt. However, this
can lead to a conflict between work and school as it creates a separate problem time pressure
issue. Time pressure is the sense of feeling rushed when the student has limited time to handle
everything that they must do in a day. This can lead to working students having time deficits or
an imbalance between their work and study hours (Wan et al., 2022).
Study Skills
If students lack study skills, this can be detrimental to their academic success and
completion of college. There is a definite link between academic achievement, study skills, and
retention in the college environment (Kong & Stocco, 2022). Academic achievements itself
PROFESSOR STUDENT INTERVIEWS 11
refers to the individual learning, and the assessment of said achievement measures the
performance of the students against the learning objectives to indicate the success rate. Strategies
or study skills include the behaviors associated with academic achievement, and these skills can
be altered through educational intervention. Study skills can also be defined as any emotional,
cognitive, or behavioral activity that assists of collecting, recovering, and using knowledge
(Motevalli et al., 2021).
Using study skills are an excellent way to reduce the fatigue students can suffer during
the college experience. Properly employing study skills also greatly reduces student anxiety,
saves time, and increases a student’s motivation to achieve academic success. Students who
experience an increase in motivation also have greater engagement with the class, leading to
better results overall. Studies have shown that students with higher academic achievement have
better study skills (Motevalli et al., 2021). At the same time, training and workshops related to
study skills can give all students the ability to develop useful and effective strategies for
improved academic performance and greater academic achievement (Motevalli et al., 2021).
Unfortunately, students who suffer from anxiety, text anxiety, and any other emotional
disorders typically have a lower level of cognizance related to study skills. Thus, they are not in
the best position to solve their academic problems. They may experience anxiety before each
assessment and this can have a negative affect on their academic performance, leading to poor
academic output and a feeling of decreased self-worth. As knowledge of proper study skills
relies on effective memory, data processing, and reading comprehension, students with learning
disabilities are at a disadvantage. Nevertheless, with the proper instruction, through workshops
or instructional sessions on cognitive strategies, students with learning disabilities can acquire
the same study skills. It just may take a little more time and patience (Motevalli et al., 2021).
PROFESSOR STUDENT INTERVIEWS 12
Therefore, intervention with study skills training has a significantly positive effect on
increasing students’ academic performance. Proper study skills not only can help academically
but can also assist students emotionally by increasing their self-esteem. This can have a large
impact on their college experience. Students with a higher feeling of self-confidence participate
more in class and become more involved with the college experience as a whole (Motevalli et al.,
2021). In this regard, proper study skills are necessary for academic success as students from
across the spectrum are intelligent, but may not do well academically without the correct use of
study skills (Wilmore, 2020).
Life Management
While it is important to have good time management and study skills while in college,
students must also be able to manage their personal life. Their personal life can range from
managing their housing and grocery shopping to taking care of chronic illnesses and finding
solace at church. In particular, spiritual well-being and church attendance can have a positive
impact on a college student’s life. Studies have shown that college students who attend church
regularly have better health behavior and less illness than those who do not attend religious
services (Peacock, 2022). In addition, another study found that students who volunteered in their
communities did less binge drinking than those who did not, with 26% less likely to binge drink
(Peacock, 2022).
In addition, if college students maintain a strong relationship with other individuals at the
college and continue to interact with them throughout their college career, this has a positive
impact on both their physical and mental health. Those who keep to themselves and do not really
associate with others on campus tend to suffer from anxiety and depression, thus having a
negative impact on their health, leading to poor academic performance. A study found that
PROFESSOR STUDENT INTERVIEWS 13
student athletes felt the most connected to other students on campus. Therefore, being connected
through the sport, combined with the exertion of physical energy, led to better health. Students
who went to church regularly also felt more engaged as they felt a feeling of association, both
with other members of campus and the community. In this regard, being active and engaged is a
necessary component of college life, both mentally and physically (Peacock, 2022).
As stated, many college students suffer from stress and anxiety. Suffering from stress can
lead to more serious conditions, such as depression and substance abuse. Thus, a student needs to
know how effectively combat stress so that it does not turn into a more serious condition. The
causes of stress for college students range from college being a significant change in their life to
facing a serious financial struggle. Coping strategies for students have been shown to manage
stress and reduce the negative connotations on their lives. Examples of effective coping
strategies for students include meditation, listening to music, visiting with family and friends,
and prayer and reading scripture (Roming & Howard, 2019).
Students who use religious activity or spirituality to handle stress reported that it helped
them find meaning in their lives. In addition, 58% of students studied stated that religion aided
them in finding peace in times of difficulty (Roming & Howard, 2019). Also, students who
attended a college that was affiliated with a church, had higher levels of using religion to cope
with stress and anxiety and lower levels of stress-related drinking (Roming & Howard, 2019).
Students who turned to religion for comfort also experienced higher levels of hope. It was found
that high levels of hope typically relate to increased levels of self-confidence and a more positive
atmosphere (Roming & Howard, 2019). Thus, religious coping can help students find a sense of
purpose while in college, reduce stress, and lead to a better quality of life that can create a greater
college experience overall (Roming & Howard, 2019).
PROFESSOR STUDENT INTERVIEWS 14
Social support, whether in church or from friends and family, is important for a college
student to have a productive existence. Social support itself is the feeling of being cared for and
belonging to supportive social network. High social support has been associated with better
physical health, decreased illness and depression, and higher self-respect (Feldman et al., 2020).
In addition, social support is essential for students who have chronic illnesses they are battling
while in college. A strong social network helps them better manage their symptoms and leads to
increased treatment. On the other hand, those who do not have social support may not actively
treat their chronic illness as it needs to be treated, leading to increased absences from school for
health reasons and decreased academic performance (Feldman et al., 2020).
Social support is especially important for college students. However, as they transition
from high school to college, finding social support may be difficult. They are entering a new
realm where they may lack their previous support networks. Therefore, the demands students
might feel finding new support could be daunting and lead to stress and anxiety. If students have
difficulty finding social support there is an increased risk for depression. However, those who
find a supportive system are highly likely to achieve greater academic engagement and
performance, along with accurately following what is required medically (Feldman et al., 2020).
Either way, a strong supportive association is a necessity for all students entering college,
whatever their background as it can help relieve stress and let students concentrate on college
Conclusion
Between the interviews and the research conducted, college students certainly have a
definite transition moving to the college experience. The interview with Ms. Craft proved that
college instructors care about their students and are willing to do what they can to help them
succeed in the classroom. Likewise, the interview with Ms. Prothro showed that students can
PROFESSOR STUDENT INTERVIEWS 15
come from behind and succeed, as long as they have support. The research supported both of the
interviews. College students have difficulties adjusting, but can succeed and excel in college as
long as the support systems are in place.
Reflection
The interviews were enlightening in this assignment. It was particularly interesting to see
how much devotion Ms. Craft showed to her students. She also had quite the career history as
well. At the same time, Ms. Prothro’s interview brought out some good points as a student. As a
student worker in the library, she mentioned things that I did not even know about, although she
works in my department. Of particular significance was when she mentioned the hospitalization
that she suffered soon after she started college. That brought back memories of when I was in a
car accident at the mid-point of a semester shortly after transferring to another school, and that
accident kept me out of college for six months. Therefore, we both had to start over in a way.
One thing that the research really mentioned as an important aspect of college life for the
students was social support networks. The social networks can take any form that the student
needs, from religion to sports to instructors to friends or faculty. Both of the interviews brought
in support. Ms. Prothro mentioned support when talking about her favorite professor, Ms.
Tedder. She stated that with Ms. Tedder’s help and support she was able to pass the hardest class
she has taken in college so far because Ms. Tedder cared about her students. At the same time,
Ms. Craft mentioned how she was there if her students simply needed to talk. As a former
colleague at Southern Reginal Technical College, I remember that Ms. Craft would spend a great
deal of time just being a sounding board when her students needed one. I always thought that
was very important.
PROFESSOR STUDENT INTERVIEWS 16
The articles studied discussed the skills that students need to be successful in college.
Among those skills are time management and study skills, which not all students possess. Those
who proficient in time management and study skills typically have higher levels of academic
achievement and engagement. However, all is not lost for those who lack these skills. Colleges
do hold seminars, workshops, and instructional sessions to instruct in both time management and
study skills. For those students who put for the effort and acquire these skills, the college
experience can be a great deal smoother.
Another area addressed that really felt personal to me as I suffer from this mental malady
was depression and college students. If college students do not have a strong social network and
lack study skills or know how to manage their time, they can fall behind in class, leading to
anxiety. Anxiety can escalate and lead to depression or even substance abuse. There are multiple
ways to combat anxiety or depression. The previously discussed social support system is one.
The means that I find most supportive is turning to religion. Through scripture and prayer, I can
find peace and relief when I need it most. The same can be said for college students. This is the
section that resonated the most with me. God is always there for everyone, just turn to Him and
He will provide comfort.
PROFESSOR STUDENT INTERVIEWS 17
References
Craft, T. (2024, September 11). Personal communication [Personal interview].
Davidson, C., & Ewert, A. (2020). College student commitment and outdoor orientation
programming. Journal of Experiential Education. 43(3), 299-316.
https://doi.org/10.1177/1053825920923709
Feldman, E. C. H., Macaulay, T., Tran, S. T., Miller, S. A., Buscemi, J., & Greenley, R. N.
(2020). Relationships between disease factors and social support in college students with
chronic physical illnesses. Children’s Health Care. 49(3), 267-286.
https://doi.org/10.1080/02739615.2020.1723100
Kong, S. T., & Stocco, C. S. (2022). Teaching study skills to college students using checklist
training. Behavioral Interventions. 37(4), 1149-1165. https://doi.org/10.1002/bin.1897
Motevalli, S., Hamzah, M. S., Roslan, S., Hamzah, S. R., & Garmjani, M. G. (2021). The effects
of study skills training on qualitative academic achievement among students. Asian
Journal of University Education. 17(3), 130-141.
Oreopoulos, P., Patterson, R. W., Petronijevic, U., & Pope, N. G. (2022). Low-touch attempts to
improve time management among traditional and online college students. Journal of
Human Resources. 57, 1-44. https://doi.org/10.3368/jhr.57.1.0919-10426r1
Peacock, J. (2022). Relationships between prosocial factors and college student health. Journal
of American College Health. 70(2), 347-354.
https://doi.org/10.1080/07448481.2020.1750413
Prothro, M. (2024, September 11). Personal communication [Personal interview].
PROFESSOR STUDENT INTERVIEWS 18
Roming, S., & Howard, K. (2019). Coping with stress in college: An examination of spirituality,
social support, and quality of life. Mental Health, Religion, and Culture. 22(8), 832-843.
https://doi.org/10.1080/13674676.2019.1674794
Wan, M., Feng, L., Meng, X., Zhai, M., & Konopaske, R. (2022). Working college students’
time pressure and work-school conflict: Do boundary permeability and dispositional
mindfulness matter? Psychological Reports. 125(6), 3100-3125.
https://doi.org/10.1177/00332941211029621
Wilmore, E. L. (2020). High impact study skills for diverse PreK-12 subgroups. Educational
Leadership and Administration: Teaching and Program Development. 32, 24-36.
Wolters, C. A., & Brady, A. C. (2021). College students’ time management: A self-regulated
learning perspective. Educational Psychology Review. 33(4), 1319-1351.
https://doi.org/10.1007/s10648-020-09519-z
