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Establishing Rapport Rapport is tricky to understand. Perhaps that is why the voluminous literature on college and university teaching essentially ignores it. Rapport has been avoided in favor of other variables, such as methods of teaching, modes of testing, and techniques of assessing teaching effectiveness, which can be more readily conceptualized and manipulated. Nonetheless, it is worth considering the role of rapport if for no other reason than its contributions to effective teaching. To gain a bit of insight into this matter, we surveyed several hundred Auburn University undergraduates enrolled in an introductory level psychology course and asked them to tell us three things: (i) the extent to which they have experienced rapport in their classes; (ii) the things that teachers do to develop rapport with them; and (iii) how rapport affects their academic behavior. Only slightly more than half of the students reported that they had experienced rapport with a professor. These students told us that the most common teacher behaviors contributing to the development of rapport were,