Students learn better when faculty have high expectations of student learning.
- Students see themselves through their teachers
- Student motivation increases when faculty have positive efficacy expectancy of student’s abilities
- A positive efficacy expectancy from a teacher shows trust in the student’s ability to execute the requirements of learning in the course
- Be clear about your expectations, what students can do to meet those expectations, and how you will support them 
- When entering students perceive clear, high expectations from faculty, they are more likely to understand what it takes to be successful
- Students often rise to meet faculty expectations
- They are then more likely that they will attain their goals
- Their aspirations also climb, seeking more advanced credentials than they originally envisioned.
 Andrew Hund and Karen Knaus. Re(Imagining) Teacher Preparation Through Symbolic Interactionism and the Looking-Glass Self. Complicity, 8(1), 2011.
 Ibid. 77.
 Ibid. 77.
 Ibid. 87.
 Vincent Tinto. Completing College: Rethinking Institutional Action. (Chicago: The University of Chicago Press, 2012). 10-23.