Relevant bibliographies by topics / Faculty-student interaction

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Faculty-student interaction'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Faculty-student interaction"

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Calamia, Dari K., Susan B. Prude, Rhonda K. Pecoraro, and Eileen L. Creel. "Nursing faculty perceptions of student faculty interactions." Journal of Nursing Education and Practice 13, no. 1 (2022): 45. http://dx.doi.org/10.5430/jnep.v13n1p45.

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Objective: Student-faculty interaction outside the classroom in higher education is a well-studied phenomenon and is linked directly to office hours. Research has shown the significance of these interactions on student success; however, underuse of office hours remains a problem. Historical research has examined perceptions of students while fewer address faculty. There is limited investigation into nursing, where students must be successful on high stakes NCLEX testing after graduation. This study investigated nursing faculty perceptions of student-faculty interaction outside the classroom in
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Warren, Louis L. "Faculty Involvement in Student Organizations." International Research in Higher Education 2, no. 2 (2017): 51. http://dx.doi.org/10.5430/irhe.v2n2p51.

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This article examines how college students benefit from faculty being involved in their student organizations. Substantial research has been carried out on how such involvement impacts college students, for example, on their skills, values, aspirations, attitudes, job and even personality characteristics. Beyond the opportunities provided for students to gain academically-related information, such interactions have a wider impact on students’ general ways of thinking, methods of solving problems, and interests in life goals. Increased involvement of faculty with students’ programs is one way o
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Tan, Xiaoxi. "The Meanings of Faculty-student Interaction Outside the Classroom: A Phenomenological Study in the Chinese Con-textese context." Chinese Studies Monthly 2, no. 1 (2025): 26–36. https://doi.org/10.70731/t63qp775.

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Using a hermeneutic phenomenological approach, this study sought to understand the meanings of faculty-student interaction outside the classroom in the Chinese context by describing and interpreting students’ lived experiences. The study gathered data by interviewing 28 participants from a research university and asking them to write notes. The data were analyzed regarding the three existentials of lived time, lived space, and lived relationships to others. The findings revealed that compensation and creation are the meanings of faculty-student interaction outside the classroom for students. F
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Wang, Meixin. "Linking teaching quality to student engagement: Student???faculty interaction as a mediator." Social Behavior and Personality: an international journal 52, no. 6 (2024): 1–8. http://dx.doi.org/10.2224/sbp.13131.

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This study examined the relationships among teaching quality, student???faculty interaction, and student engagement within the context of Chinese higher education. I focused on the role of student???faculty interaction as a mediator in the relationship between teaching quality and student engagement. The sample consisted of 265 students at one Chinese university, who completed self-administered, paper-based questionnaires. A model linking teaching quality with student???faculty interaction and student engagement was created and the hypotheses were tested using structural equation modeling. I f
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Jeong, Soojeong, Jennifer M. Blaney, and David F. Feldon. "Identifying Faculty and Peer Interaction Patterns of First-Year Biology Doctoral Students: A Latent Class Analysis." CBE—Life Sciences Education 18, no. 4 (2019): ar59. http://dx.doi.org/10.1187/cbe.19-05-0089.

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Faculty and peer interactions play a key role in shaping graduate student socialization. Yet, within the literature on graduate student socialization, researchers have primarily focused on understanding the nature and impact of faculty alone, and much less is known about how peer interactions also contribute to graduate student outcomes. Using a national sample of first-year biology doctoral students, this study reveals distinct categories that classify patterns of faculty and peer interaction. Further, we document inequities such that certain groups (e.g., underrepresented minority students)
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Bluestein, Stephanie A. "Connecting Student-Faculty Interaction to Academic Dishonesty." Community College Journal of Research and Practice 39, no. 2 (2014): 179–91. http://dx.doi.org/10.1080/10668926.2013.848176.

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Shahrour, Ghada, Mohammad Abdulhameed Alqudah, Amjad Al-Khayat, and Kholoud Abu Obead. "The Influence of Perceived Faculty Support on Psychological Health among Jordanian University Students." Dirasat: Human and Social Sciences 50, no. 5 (2023): 498–509. http://dx.doi.org/10.35516/hum.v50i5.1135.

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Objectives: This study aimed to assess the levels of stress, depression, and anxiety among Jordanian university students and whether faculty support plays a role in ameliorating student’s depression and anxiety. Methods: A cross-sectional study used a convenience sample of 18-25-year-old undergraduate students from five public and three private Jordanian universities. An online survey via EasyQuest was employed with prior university approvals. The survey link, including the consent form, was distributed through university websites, student union pages, and online student groups. The survey col
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Choi, Bo Keum, and Hee Jin Park. "Meta Analysis of Student-Faculty Interaction and College Student-Related Variables." Asian Journal of Education 22, no. 2 (2021): 403–29. http://dx.doi.org/10.15753/aje.2021.06.22.2.403.

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Thacker, Ian, Viviane Seyranian, Alex Madva, and Paul Beardsley. "STEM Faculty’s Support of Togetherness during Mandated Separation: Accommodations, Caring, Crisis Management, and Powerlessness." Education Sciences 12, no. 9 (2022): 632. http://dx.doi.org/10.3390/educsci12090632.

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The emergence of the COVID-19 pandemic initiated major disruptions to higher education systems. Physical spaces that previously supported interpersonal interaction and community were abruptly inactivated, and faculty largely took on the responsibility of accommodating classroom structures in rapidly changing situations. This study employed interviews to examine how undergraduate Science, Technology, Engineering, and Mathematics (STEM) instructors adapted instruction to accommodate the mandated transition to virtual learning and how these accommodations supported or hindered community and belon
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JEONG, Mi-Seon, and Hee-Won SONG. "Parallel Multiple Mediating effect of Classmates and Student-Faculty Interaction on the Relationship between College Students' Academic Self-Efficacy and College Adaptation." Association of Korea Counseling Psychology Education Welfare 10, no. 4 (2023): 7–22. http://dx.doi.org/10.20496/cpew.2023.10.4.7.

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The purpose of this study was to investigate the mediating effect of classmates andstudent-faculty interaction on the relationship between college students' academic self-efficacy andcollege adaptation. To this end, a survey was conducted targeting 188 students of G Universitylocated in G City. As for the analysis method, correlation analysis was first performed to find outthe correlation between the variables, and then the mediating effect between the variables wasinvestigated using a parallel multiple mediation model. According to the results of the study, first,academic self-efficacy was po
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Dissertations / Theses on the topic "Faculty-student interaction"

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Alderman, Rosalind Veronica. "Faculty and student out-of-classroom interaction: student perceptions of quality of interaction." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85919.

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The purpose of this study was to identify ways in which students interact with faculty members outside of the classroom and learn what students believe makes for high quality interaction. Additionally, this study sought to identify successful out-of-classroom facultystudent interaction strategies from the student perspective. This knowledge can aid colleges and universities in promoting more formal and informal faculty-student out-of-classroom interaction, thereby increasing the overall quality of the undergraduate student experience. The study employed a naturalistic inquiry paradigm of resea
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Mook, Schugurensky Laurie Ingrid. "Student-faculty informal interaction, a critical approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22721.pdf.

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Pitstick, Vicki K. "A Phenomenological Study of Faculty-student Connection: The Faculty Perspective." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1575502662266173.

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Mok, Doris S. "The impact of student-faculty interaction on undergraduate international students' academic outcome." Thesis, University of Southern California, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609959.

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<p> International students constituted 3.4 to 3.6% of the total student population in U.S. degree-granting institutions (NCES, 2008). Research efforts on this population have been divergent and disparate, thus findings cannot be systematized for theoretical consistency (Pedersen, 1991). Student interaction with faculty has been identified as one of the strongest factors relating to student persistence (Tinto, 1997), student satisfaction and other positive educational outcomes (Astin, 1999). Guided by Astin's (1991) Input-Environment-Outcome Model, this quantitative study utilized data from the
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Kemp, Thomas. "Student Interaction with Part-time and Full-time Faculty in Introductory Economics Courses." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278923/.

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This research sought to ascertain whether differences exist in the levels of student-faculty interactions between students taught by part-time and full-time faculty. Differences in the interactions of students with faculty were examined for four types of content (a) course-related, (b) intellectual, (c) career planning, and (d) informal socializing; for both in-class and out-of-class.
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Rousseau, Jennifer J. "Designing A Survey Instrument To Operationalize Faculty Perceptions Of Military-Connected Student-Faculty Interaction At Civilian Colleges And Universities." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1141.

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The ways in which faculty navigate the relationship between their personal identity and the identities of their military connected students, especially concerning their approaches to teaching behaviors (Barnard-Brak, Bagby, Jones, & Sulak, 2011) are influenced by normative values that their institution or department supports (Weidman, 1989) as well as by the values that they themselves hold (Barnard-Brak et al., 2011). Given the fraught history of academia and the military (Summerlot, Green, & Parker, 2009; Downs & Murtazashvili, 2012), such variables are especially important to measure as stu
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Talbert, Kelly. "Student-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Students." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/17883.

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This study explored whether the effects of student-faculty interaction on various outcomes - degree aspiration, college GPA, satisfaction with faculty contact, and satisfaction with the college experience - vary by student gender, ethnicity, social class, and first-generation status. The study used data on 95,537 students attending nine colleges who took the 2011 administration of the Student Experience in the Research University (SERU) survey. The findings revealed differences in the frequency of student-faculty interaction by social class and ethnicity, differences in the level of satisfact
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Hakes, Cathy J. "Off-Campus Work and Its Relationship to Students’ Experiences with Faculty Using the College Student Experiences Questionnaire." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1654.

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Statistics on college students working have shown an increase as students cope with rising costs of education, decreasing financial aid, greater personal financial commitments, and the expectation that students should contribute to the cost of their own education. These facts combined with the students' need to secure employment upon graduation contribute to why they must work while attending college. Whereas working may provide a means to address students' financial and employment concerns, it also limits the amount of time students have to interact with faculty outside of class. This form of
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Pérez, Daniel. "Faculty responsiveness via a question-and-answer newsletter: Its impact on student satisfaction." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1702.

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Morgan, Peter R. (Peter Ronald). "A Case Study of Faculty and Student Perceptions of a Campuswide Computer Network at a Small Liberal Arts College." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278043/.

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This study was an examination of faculty and student perceptions of a campus-wide computer network at Cedarville College in Cedarville, Ohio. The most important conclusion of this study is that the computer network at Cedarville College has significantly impacted interactions between faculty and peers and faculty and students. It is recommended that a longitudinal study be conducted to explore the possibilities of the computer network and its importance to and impact on the teaching/learning process. It is also recommended that an evaluation program be set up to monitor the usefulness of the c
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Books on the topic "Faculty-student interaction"

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Educational Resources Information Center (U.S.), ed. The new transfer student network: Retention and quality through student-faculty interaction : project dates, September 1, 1988-December 31, 1991. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1991.

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DuBois, Glenn. Effective community college teachers: Portraits of faculty-student interaction. 1991.

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Strum, Landa Gayle Farrar. THE RELATIONSHIP OF INFORMAL FACULTY-STUDENT INTERACTION TO THE SUCCESS OF NURSING STUDENTS. 1988.

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Poirot, Jean Louis. Person-environment interaction: Effects of student-faculty congruence on academic satisfaction and achievement of students. 1992.

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Person-environment interaction: Effects of student-faculty congruence on academic satisfaction and achievement of students. 1992.

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Person-environment interaction: Effects of student-faculty congruence on academic satisfaction and achievement of students. 1992.

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Person-environment interaction: Effects of student-faculty congruence on academic satisfaction and achievement of students. 1992.

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Person-environment interaction: Effects of student-faculty congruence on academic satisfaction and achievement of students. 1992.

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Person-environment interaction: Effects of student-faculty congruence on academic satisfaction and achievement of students. 1992.

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Warner, Barbara. THE RELATIONSHIP AMONG FACULTY EXPECTATIONS, SUBSEQUENT FACULTY-STUDENT INTERACTIONS, AND STUDENTS' SELF-ACTUALIZATION. 1994.

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Book chapters on the topic "Faculty-student interaction"

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Cole, Darnell, and Kimberly A. Griffin. "Advancing the Study of Student-Faculty Interaction: A Focus on Diverse Students and Faculty." In Higher Education: Handbook of Theory and Research. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5836-0_12.

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Fleming, Robert S. "Student Interaction." In Preparing for a Successful Faculty Career. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-50161-6_28.

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Jach, Elizabeth A. "Dismantling whiteness in student-faculty interactions." In Fostering Sustained Student-Faculty Engagement in Undergraduate Education. Routledge, 2023. http://dx.doi.org/10.4324/b23414-13.

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Zimmerman, Thomas. "Social identity intersectionality and student-faculty interactions." In Fostering Sustained Student-Faculty Engagement in Undergraduate Education. Routledge, 2023. http://dx.doi.org/10.4324/b23414-11.

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Erck, Ryan W., and Rishi Sriram. "Deeper life interactions and student success." In Fostering Sustained Student-Faculty Engagement in Undergraduate Education. Routledge, 2023. http://dx.doi.org/10.4324/b23414-4.

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Haley, Jarett D. "Students' interactions with faculty and staff." In Fostering Sustained Student-Faculty Engagement in Undergraduate Education. Routledge, 2023. http://dx.doi.org/10.4324/b23414-5.

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Shalka, Tricia R., Taylor Piva, and Kaitlin Legg. "Trauma-informed faculty interactions with graduate students." In Promoting Meaningful Student-Faculty Experiences in Graduate Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003296508-9.

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Farago, Fanni, and Blake R. Silver. "How students from immigrant families experience student-faculty interactions." In Fostering Sustained Student-Faculty Engagement in Undergraduate Education. Routledge, 2023. http://dx.doi.org/10.4324/b23414-12.

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Jach, Elizabeth A. "The importance of faculty interactions and mentoring for postdoctoral scholars." In Promoting Meaningful Student-Faculty Experiences in Graduate Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003296508-11.

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Cobb, Christina, Dee Levy, Dayna Newton, and Erica Shudt. "The role of student-faculty interactions in fostering student mental health and well-being." In Fostering Sustained Student-Faculty Engagement in Undergraduate Education. Routledge, 2023. http://dx.doi.org/10.4324/b23414-9.

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Conference papers on the topic "Faculty-student interaction"

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Morrison, Jennifer Symonds. "Getting to know you: Student-faculty interaction and student engagement in online courses." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13160.

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Covid-19 presented many challenges to universities around the world as brick-and-mortar courses were moved to an online format. This work is an unofficial study of faculty-student interaction and student engagement in 7-week online graduate-level courses conducted in Spring 2020, Fall 2020, and early Spring 2021. Research shows that instructor presence in online courses leads to increased student engagement, as well as motivation, well-being, and academic achievement. Student engagement is shown to have a direct impact on a student’s emotional, behavioral, and cognitive successes. This work pr
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Stratton, John A. "Enhancing Faculty-Student Interaction in an Undergraduate Algorithms Course Through Group Oral Presentations." In CEP '21: Computing Education Practice 2021. ACM, 2021. http://dx.doi.org/10.1145/3437914.3437975.

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Holles, Cortney E. P. "Reflecting on Faculty-Student Interaction and Well-Being in STEM: An Ideas Session." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962709.

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Feshchenko, Artem Viktorovich. "Higher education and generative Ai: a new reality for faculty." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2025. https://doi.org/10.31483/r-126492.

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This study investigates the effects of generative AI (GAI) on higher education, drawing on survey data from Tomsk State University (TSU) faculty who underwent GAI training. The results demonstrate that GAI substantially alters course planning, student-faculty interaction, and the instructor's role. While GAI offers opportunities for enhanced efficiency, enriched learning, and personalization, it also presents risks related to academic integrity, overdependence, and reliability. The findings underscore the importance of comprehensive faculty training and robust institutional infrastructure to s
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Chicioreanu, Teodora daniela, Barnabas Wodala, and Maria Burcea. "TOP 10 - WEB 2.0 TOOLS USEFUL IN TEACHING ACTIVITY." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-207.

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For education, web 2.0 can been a means of teaching strategy refresh with a new type of interaction between teacher and student. Web 2.0 applications because it provides a virtual space in which users can download relative, and upload information, communicate and relate, may prove particularly useful educational process...This technology has been adopted by the Romanian education because reduce costs, there are easier and faster access to information, control access to resurces by authenticating users, the public expression of experiences through blog, wiki, Flickr activity of materials by com
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Schuster, Peter, and Charles Birdsong. "Undergraduate Research: Experiences From a Three-Year Project." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43781.

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Undergraduates receive many benefits from participation in research activities, including exposure to advanced topics, introduction to research methods, and direct interaction with faculty and other students. Faculty and institutions benefit as well — fresh eyes in research projects, more energized research groups, and more engaged alumni. However, there are some challenges in designing a research program to work primarily with undergraduates. These include the students’ lack of exposure to advanced topics, short tenure on the project, and potentially lower commitment to the results. There are
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Lansari, Azzedine, Abdallah Tubaishat, and Akram Al-Rawi. "Using an Outcome-Based Information Technology Curriculum and an E-Learning Platform to Facilitate Student Learning." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3122.

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A recently established university in the United Arab Emirates has shifted from an input-based teaching model to an outcome-based learning model. The outcome based academic model is new in the Gulf region and is designed to allow students and faculty members to work together to foster learning. This model is a dramatic departure from the traditional input model where students in the Gulf have learned to mainly accept and retain information. Using the university’s learning outcomes model, the College of Information Technology (CIT) has identified five learning outcomes and used them to develop i
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Lenoir, Joel. "Rapid, Traditional, and Virtual: Prototypes in the Undergraduate Curriculum." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14651.

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The Mechanical Engineering (ME) faculty at Western Kentucky University (WKU) has developed a curricular plan to balance the strengths and weaknesses of three types of design prototyping: rapid, traditional, and virtual. Rapid prototyping refers to any of the modern 3D printing tools, such as Fused Deposition Modeling. Traditional prototyping has been defined as primarily machined parts, ranging from simple fabricated parts to CNC machined components. Virtual prototyping is used to describe designs that exist only in the digital domain as parts and assemblies in a 3D drawing program. Over the e
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Tyagi, Pawan. "Easily Adoptable Interactive Teaching Practices and Students Progress Monitoring Strategies." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39118.

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An active class room teaching practice can become highly rewarding for students. An instructor practicing active learning approaches may get significantly higher success in inculcating course materials deeply as compared to a lecture based teaching. However, transitioning from prevailing lecture based instruction to an active learning approach can be hampered by the reservations and prejudices of an engineering educator; a tenure track faculty may find it even more challenging to leave the traditional lecture based teaching approach and adopt an active teaching approach. This paper will descri
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Alamri, Najla, Laura Muir, Sally Smith, and Colin Smith. "BEHIND THE WALL: A PRELIMINARY STUDY OF STUDENT AND FACULTY INTERACTION IN SYNCHRONOUS VIRTUAL EDUCATION FOR FEMALE STUDENTS IN SAUDI HIGHER EDUCATION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2084.

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Reports on the topic "Faculty-student interaction"

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Sparks, J. College Faculty and Student Affairs Staff Interactions with Parents of Students. Journal of the Australian and New Zealand Student Services Association, 2024. http://dx.doi.org/10.30688/janzssa.2024-1-06.

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On college campuses today, student services staff (administrators and support staff) and faculty members are not only interacting with students but also with their parents. College employee interactions with prospective students and their parents may be common during information sessions and open houses. However, outside of the recruitment season, less is known about the experiences of student affairs staff and faculty who interact with parents. Through semi-structured interviews, this study examined employees’ interactions with parents of students at four colleges of applied arts and technolo
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