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Journal articles on the topic 'Faculty-student interaction'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 June 2025

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1

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 relation to office hours.Methods: A qualitative design elicited responses from full time nursing faculty at one university school of nursing in the southeastern United States. Ten participants were interviewed using a semi-structured script. Data analysis revealed nursing faculty perceptions in relation to office hours.Results: The following themes emerged in relation to office hours and nursing faculty perceptions: (a) “At any point my door is always open”, (b) “I like having that flexibility, it does help”, and (c) “I’m basically 24/7. I really am”. Technology was embedded throughout the themes. Some limitations existed, such as reflexivity of the researchers, small sample size, and final sample bias.Conclusions: Findings from the study can guide policies in higher education, specifically the way office hour mandates are implemented. Increasing student-faculty interaction outside the classroom is a worthwhile goal that is important in schools of nursing where success on high stakes NCLEX testing reflects the integrity of the school.

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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 of increasing students’ satisfaction with academic and other non-academic programs, thus helping to retain highly motivated and qualified individuals who can remain loyal to the learning institution and support its programs. Such interactions also foster students’ occupational decisions, increase students’ persistence at the college, influence academic and intellectual development, and foster social or personal development. Research on the impact of faculty-student interaction concludes that more is better.

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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 found that teaching quality was positively related to both student???faculty interaction and student engagement. Moreover, student???faculty interaction played a mediating role between teaching quality and student engagement. These results illuminate the mechanism behind the link between teaching quality and student engagement.

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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. Furthermore, this study suggested that (1) emotional interaction is a significant type, (2) students are the drivers and constructors of their interactions with faculty, and (3) the meanings of faculty-student interaction are rooted in students’ previous educational experience and the cultural context in which they live. Overall, the study extended the understanding of faculty-student interaction outside the classroom. The limitations of this study and some implications for future studies are discussed.

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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) report constrained types of interactions with faculty and peers. Finally, we connect faculty and peer interaction patterns to student outcomes. Our findings reveal that, while the classification of faculty and peer interactions predicted affective and experiential outcomes (e.g., sense of belonging, satisfaction with academic development), it was not a consistent predictor of more central outcomes of the doctoral socialization process (e.g., research skills, commitment to degree). These and other findings are discussed, focusing on implications for future research, theory, and practice related to graduate training.

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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 collected data on perceived stress, depression, anxiety, and student-faculty interaction from 1,067 university students (64.9% female). Results: The findings showed that Jordanian university students experience a substantial amount of stress, depression, and anxiety. While students’ stress increased their depression and anxiety, perceived faculty support had a significant ameliorating effect. Students scored their faculty interaction to be highest on the subscales of validity, respectful interactions, and approachability. On the other hand, having off-campus interaction with faculty and feeling a sense of connectedness had the lowest scores. Male university students expressed more depression and experienced less respectful interactions with university faculty than female students. Conclusion: The findings highlight the need to implement effective strategies to improve faculty interaction with university students and extend their role to support the psychological well-being of those students.

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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 belonging during the onset of the pandemic. Interviews with 25 STEM faculty at an undergraduate Hispanic Serving Institution revealed a wide range of accommodations they made to their courses and how they managed communication with students. Faculty strived to support student belonging with responses ranging from caring to crisis management, though some faculty expressed feelings of powerlessness when unable to accommodate certain challenges. The case of a responsive and flexible instructor is presented to highlight a productive response to a crisis. These retrospective findings point to strategies to support faculty teaching in virtual learning environments in the future; increasing opportunities for student–student and student–faculty interaction, supporting faculty in learning technologies that support these interactions and addressing faculty’s feelings of powerlessness.

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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 positively correlated with classmates, student-faculty interaction, andcollege adaptation. In other words, it was found that academic self-efficacy was related toclassmates, student-faculty interaction, and college adaptation. Second, academic self-efficacy notonly had a direct effect on college adaptation, but also had a mediating effect through classmatesand student-faculty interactions. This means that college students' academic self-efficacy directlyaffects college adaptation and at the same time indirectly affects college adaptation throughinteractions with classmates and faculty. In view of these results, it is suggested that developingclass strategies or educational programs that increase academic self-efficacy and strengtheninginteraction with classmates and students-faculty can help improve college adaptation.

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Miller, Angie L., and Amber D. Dumford. "Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors." Journal for the Education of the Gifted 41, no. 3 (2018): 217–41. http://dx.doi.org/10.1177/0162353218781753.

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This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

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Xhomara, Nazmi, Leticja Gusho, and Arjana Muçaj. "Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students' Course Outcomes." Research in Education and Learning Innovation Archives, no. 30 (January 19, 2023): 19. http://dx.doi.org/10.7203/realia.30.21524.

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The purpose of the study is to investigate the influence of course organization, faculty- student interaction, and student involvement in course outcomes at university level. A correlational research design, a structured questionnaire, and a random cluster sample of the students (N=371) were used in the study. The study showed a significant difference somewhere among the mean scores of the course outcomes for the four groups of course organization. It also found a significant difference somewhere among the mean scores of the course outcomes for the five groups of faculty-student interaction, as well as a significant difference somewhere among the mean scores of the course outcomes for the five groups of student involvement. At the same time, the study showed that 32.6% of the variance in course outcomes is explained by course organization, 16.6% of the variance is explained by faculty-student interaction, and 28.4% of the variance is explained by student involvement. The findings of this study enhanced Astin’ s theory of student development, as course organization, faculty-student interaction, and student involvement are important variables that predict course outcomes.

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Wang, Rong, and Allison BrckaLorenz. "International Student Engagement: An Exploration of Student and Faculty Perceptions." Journal of International Students 8, no. 2 (2018): 1002–33. http://dx.doi.org/10.32674/jis.v8i2.124.

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An increasing number of faculty have brought up questions and concerns comparative studyabout supporting international students’ academic engagement and success. However, little is known about faculty’s approaches to international student engagement and how they may differ from international students’ selfreported engagement at four-year institutions. Using data from the National Survey of Student Engagement and Faculty Survey of Student Engagement, both large-scale and multi-institutional datasets, this study explores international student engagement in learning strategies, collaborative learning, and student-faculty interaction as well as international student engagement from the perspectives of faculty and students. Recommendations on supporting international student engagement from an individual faculty level, department level, and institutional level are discussed.

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Arnett, Kirk P., Rodney A. Pearson, and Terry O. Pittman. "Student-Faculty Contacts: Tradition versus Technology." Journal of Educational Technology Systems 21, no. 1 (1992): 21–26. http://dx.doi.org/10.2190/9tp8-ag4h-mqrk-duml.

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Traditional student/professor interaction involves office visits or telephone calls. Both modes require the participants to occupy similar space and time. Two relatively new modes of communication are now available to academia which are free of these geographic constraints: voice and electronic mail. A small study was made in the College of Business and Industry at Mississippi State University to see what benefits could be achieved if the traditional modes of communication were augmented by the use of voice and electronic mail messages.

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Trolian, Teniell L., Elizabeth A. Jach, Jana M. Hanson, and Ernest T. Pascarella. "Influencing Academic Motivation: The Effects of Student–Faculty Interaction." Journal of College Student Development 57, no. 7 (2016): 810–26. http://dx.doi.org/10.1353/csd.2016.0080.

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Wirt, Lesley G., and Audrey J. Jaeger. "Seeking to Understand Faculty-Student Interaction at Community Colleges." Community College Journal of Research and Practice 38, no. 11 (2014): 980–94. http://dx.doi.org/10.1080/10668926.2012.725388.

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Kuh, George D., and Shouping Hu. "The Effects of Student-Faculty Interaction In the 1990s." Review of Higher Education 24, no. 3 (2001): 309–32. http://dx.doi.org/10.1353/rhe.2001.0005.

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Cohen, Emma D. "Gendered styles of student-faculty interaction among college students." Social Science Research 75 (September 2018): 117–29. http://dx.doi.org/10.1016/j.ssresearch.2018.06.004.

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Sriram, Rishi, and Melissa McLevain. "Developing an Instrument to Examine Student–Faculty Interaction in Faculty-in-Residence Programs." Journal of College Student Development 57, no. 5 (2016): 604–9. http://dx.doi.org/10.1353/csd.2016.0065.

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Cox, Bradley E., Kadian L. McIntosh, Patrick T. Terenzini, Robert D. Reason, and Brenda R. Lutovsky Quaye. "Pedagogical Signals of Faculty Approachability: Factors Shaping Faculty–Student Interaction Outside the Classroom." Research in Higher Education 51, no. 8 (2010): 767–88. http://dx.doi.org/10.1007/s11162-010-9178-z.

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Park, Julie J., Young K. Kim, Cinthya Salazar, and Shannon Hayes. "Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention." Research in Higher Education 61, no. 3 (2019): 330–56. http://dx.doi.org/10.1007/s11162-019-09564-w.

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Mara, Miriam, and Andrew Mara. "Finding an Analytic Frame for Faculty-Student Interaction within Faculty-in-Residence Programs." Innovative Higher Education 36, no. 2 (2010): 71–82. http://dx.doi.org/10.1007/s10755-010-9162-8.

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Hart-Baldridge, Elizabeth. "Faculty Advisor Perspectives of Academic Advising." NACADA Journal 40, no. 1 (2020): 10–22. http://dx.doi.org/10.12930/nacada-18-25.

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A considerable body of research connects students' college experiences to their interactions with a faculty member. Quality academic advising is key to student success and the faculty advisor is a valuable piece of the advisor-student interaction. To ensure student success through academic advising, it is important for institutions to understand how they can best support faculty in their advisor roles. This qualitative study explored the experiences of eleven faculty members at a mid-sized, Midwestern public institution in their role of academic advisor. The findings suggest faculty consider their greatest advising responsibilities are to ensure students fulfill graduation requirements, explain graduate school and career exploration, teach students to navigate systems, and empower students. However, faculty advisors experience challenges navigating software, view academic advising as an isolated process, receive unclear expectations, and observe workload inequity. An awareness of these difficulties should impact how higher education administrators support faculty advisors and how they demonstrate their appreciation for the advising work faculty do.

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Zilvinskis, John, and Amber D. Dumford. "The Relationship Between Transfer Student Status, Student Engagement, and High-Impact Practice Participation." Community College Review 46, no. 4 (2018): 368–87. http://dx.doi.org/10.1177/0091552118781495.

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Objective: Based on the growing number of transfer students in higher education and the concern that transfer students are not as engaged as their peers, specifically in participation in high-impact practices (HIPs), this research asks, “Is there a significant direct or indirect relationship between transfer status, student engagement, and HIP participation?” Method: The current study employed a general latent variable model to explore the relationship between community college transfer student status, student engagement, and participation in HIPs. Using data from the 2014 administration of the National Survey of Student Engagement, 22,994 senior student responses were examined to measure the association between transfer status (students who transferred from a 2-year to 4-year institution compared with nontransfer students), student engagement (collaborative learning, student–faculty interaction, and supportive campus environment), and HIP participation (learning community, service-learning, research with a faculty member, internship, study abroad, and culminating senior experience). Results: Although each of the student engagement indicators significantly mediated HIP participation for transfer students, only the effect for student–faculty interaction was nontrivial. Contributions: The results from this study indicate the importance of faculty in advocating for and supporting transfer students, while presenting questions about the degree to which these students may need additional institutional support to recognize HIPs in a 4-year context. Implications for enhancing student–faculty interaction among transfer students, as a means to increase HIP participation, are discussed.

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Altwijri, Omar, Elham Alsadoon, Ahmad Abdul-Wahhab Shahba, Walid Soufan, and Saud Alkathiri. "The Effect of Using “Student Response Systems (SRS)” on Faculty Performance and Student Interaction in the Classroom." Sustainability 14, no. 22 (2022): 14957. http://dx.doi.org/10.3390/su142214957.

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Enhancing faculty performance and student interaction during the lecture is essential to achieve sustainable learning development. The current study aims to evaluate the effect of using “Student response systems (SRS)” on faculty performance and student interaction in the classroom. The faculty members at King Saud University were encouraged to join a university-scale educational project that involve utilizing SRSs within their classes. From Fall 2016 to Fall 2019, a total of 371 faculty members and 19,746 students were enrolled in the current study. By the end of each semester, faculty and student satisfaction surveys were distributed to evaluate their perceptions of using SRS in the class. The faculty members’ and students’ response rates were 75.7% and 38.1%, respectively, and represented 18 different colleges from different disciplines within the university. Furthermore, the study covered a wide range of study levels for bachelor’s degrees ranging from levels 1–10. The study demographics showed that 60% of the total participating faculty members and 64% of students were females. Interestingly, the majority of participating faculty members (40%) and students (44%) belong to health colleges. Among the most beneficial effects of using SRSs, is that it increased the interaction, focus, and participation of students in the lecture and stimulated their desire to attend and prepare for the lecture. It also helped the faculty members to improve their teaching strategies and enabled them to know the weaknesses or strengths of students, which in turn led to the improvement of the entire educational process. The majority of faculty members as well as the students recommend applying it in other courses and future semesters. These findings were generally consistent over the whole studied seven semesters. SRSs offer a potential tool to improve faculty teaching practices, enhance student engagement, and achieve sustainable learning development among different disciplines.

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Laird, Thomas F. Nelson, Amanda Suniti Niskodé-Dossett, and George D. Kuh. "What General Education Courses Contribute to Essential Learning Outcomes." Journal of General Education 58, no. 2 (2009): 65–84. http://dx.doi.org/10.2307/27798126.

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Abstract Based on data from eleven thousand faculty members, this study shows that general education courses place greater emphasis on developing intellectual skills, personal and social responsibility, deep approaches to learning, and diverse interactions. In contrast, other courses emphasize practical skills and are linked with greater levels of student–faculty interaction.

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DeLaRosby, Hal R. "Student Characteristics and Collegiate Environments that Contribute to the Overall Satisfaction With Academic Advising Among College Students." Journal of College Student Retention: Research, Theory & Practice 19, no. 2 (2015): 145–60. http://dx.doi.org/10.1177/1521025115611618.

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Academic advising satisfaction is highly correlated with retention in higher education. Thriving Quotient survey responses were collected from undergraduate students at a private, liberal arts college in the Pacific Northwest. Using a multiple regression analysis, this study examined what student characteristics and collegiate environments affect student satisfaction with academic advising. The results indicate that campus residency, amount of time spent in student–faculty interaction, and the quality of student–faculty interaction are statistically significant factors in academic advising satisfaction.

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Zhang, Chenxi. "Missing and Constructed Teaching of Faculty-Student Interaction in University Classrooms." Journal of Education and Educational Research 3, no. 3 (2023): 116–19. http://dx.doi.org/10.54097/jeer.v3i3.9636.

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Because of its stage and the specificity of talent cultivation goals, university should be the most fully and thoroughly developed field of interaction activities in the whole education system. However, today's university classroom interaction teaching shows the shortcomings of the formality of interaction, the singularity of interaction and the inequality of interaction. In order to improve the effectiveness of teacher-student interaction teaching in university classrooms, we should build a harmonious and cordial teacher-student relationship; establish a correct concept of interaction teaching; actively carry out communication and realize dialogue between teachers and students; and establish flexible and diversified forms of teaching organization.

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Herrera, Felisha A., Judith W. Hernández Chapar, and Gabriela Kovats Sánchez. "Connecting through Engagement: Latinx Student-Faculty Interaction in Community College." Association of Mexican American Educators Journal 11, no. 2 (2017): 65. http://dx.doi.org/10.24974/amae.11.2.350.

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Student engagement with faculty has received increased attention from scholars and practitioners alike. However, much of the focus has been on the engagement experiences of students enrolled at four-year institutions, often excluding the experiences of Latinx1 students enrolled at two-year public institutions. The present study centers faculty, who are situated within positions of power, as institutional agents (Stanton-Salazar, 2011) and examines their formal and informal contacts with Latinx students who began higher education at community colleges. This study utilizes data from the 2004–09 Beginning Postsecondary Survey and employs descriptive analyses and blocked hierarchical regression to gain greater knowledge of the factors that impact Latinx students’ frequency of interaction with institutional agents. This study highlights the need to further disaggregate Latinx ethnic subgroups. Findings show that peer, academic, and social engagement are predictors of increased interaction with institutional agents. Of particular interest is the role of institutional contexts, as results reveal unrealized potential for Hispanic-Serving Institutions in promoting opportunities for interaction among Latinx and institutional agents. Implications for creating environments that foster student-faculty relationships are explored.

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James, Karen E., Lisa A. Burke, and Holly M. Hutchins. "Powerful or Pointless? Faculty Versus Student Perceptions of PowerPoint Use in Business Education." Business Communication Quarterly 69, no. 4 (2006): 374–96. http://dx.doi.org/10.1177/1080569906294634.

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The use of PowerPoint (PPT)–based lectures in business classes across universities is ubiquitous yet understudied in empirical pedagogical research. The purpose of this empirical study was to ascertain whether significant differences exist between faculty and student perceptions with regard to PPT's impact on perceived learning, classroom interactions, and student behaviors. The results indicated that (a) students have a significantly less favorable overall view of PPT's influence on cognitive learning and classroom interaction than faculty members; (b) unlike faculty members, students do not believe that posting notes on the Web will decrease their motivation to attend class; and (c) both faculty members and students perceive that PPT has a favorable impact on notetaking quality, content recall during exams, emphasis on key lecture points, and holding student attention during class. The authors offer implications for instructors and future research.

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Kuh, George D., John H. Schuh, and Robert O. Thomas. "Suggestions for Encouraging Faculty-Student Interaction in a Residence Hall." NASPA Journal 22, no. 3 (1985): 29–37. http://dx.doi.org/10.1080/00220973.1985.11071924.

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Simmons, Tera D. "Mentoring and Faculty-Student Interaction in an Online Doctoral Program." International Education Research 1, no. 4 (2013): 1–15. http://dx.doi.org/10.12735/ier.v1i4p01.

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Salehian, Maryam, Abbas Heydari, Nahid Aghebati, and Hossein Karimi Moonaghi. "Faculty-Student Caring Interaction in Nursing Education: An Integrative Review." Journal of Caring Sciences 6, no. 3 (2017): 257–67. http://dx.doi.org/10.15171/jcs.2017.025.

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Delaney, Anne Marie. "Why Faculty–Student Interaction Matters in the First Year Experience." Tertiary Education and Management 14, no. 3 (2008): 227–41. http://dx.doi.org/10.1080/13583880802228224.

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Cox, Bradley E. "A developmental typology of faculty-student interaction outside the classroom." New Directions for Institutional Research 2011, S1 (2011): 49–66. http://dx.doi.org/10.1002/ir.416.

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Zani, Adriana Valongo, and Maria Suely Nogueira. "Critical incidents in the teaching-learning process of a nursing course through the perception of students and faculty." Revista Latino-Americana de Enfermagem 14, no. 5 (2006): 742–48. http://dx.doi.org/10.1590/s0104-11692006000500016.

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The teaching-learning process is complex and leaves many question marks, mainly when one thinks about quality. Therefore, this study aims at identifying factors that interfere positively or negatively in the teaching-learning process, through the perspective of students and faculty of the Nursing course at the Universidade Norte do Paraná- UNOPAR. This descriptive study with a qualitative approach was carried out through the critical incidents technique. Thirty-six faculty and 140 students participated. Data analysis revealed that the students mentioned 435 critical incidents related to the category faculty behavior, being 317 negative references and 118 positive. According to the faculty members' reports, the category interaction with the group produced 58 references, being 10 positive and 48 negative. An adequate teaching-learning process requires good faculty-student and student-student relationships, favoring good interaction and efficient learning.

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Yu, Wenjuan, and Yi Zhou. "Student‐faculty interaction and students’ psychological well‐being: The mediating role of resilience." Social Behavior and Personality: an international journal 52, no. 7 (2024): 1–8. http://dx.doi.org/10.2224/sbp.13234.

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Despite the growing interest in identifying psychological strengths that contribute to students’ psychological well‐being, the underlying mechanisms that students deploy specifically during college remain poorly understood. To address this gap, we conducted a cross-sectional survey to investigate the mediating role of resilience in the relationship between student‐faculty interaction and psychological well‐being among college students. Participants comprised 224 Chinese college students who completed self-report questionnaires. The results obtained from structural equation modelling indicated that resilience partially mediated the association between student‐faculty interaction and college students’ psychological well‐being. These findings contribute to understanding of the potential mechanism underlying the link between student‐faculty interaction and the psychological well‐being of college students, and provide new insight into potential strategies for strengthening these capabilities.

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Yulhendri, Yulhendri, Nurul Izzah Mardhotillah, Wyanet Putri Alisha, and Nora Susanti. "Analysis of Media Use and Learning Interaction to Improving Student Engagement." Dinamika Pendidikan 17, no. 1 (2022): 37–47. http://dx.doi.org/10.15294/dp.v17i1.35304.

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This research aimed to test the effect of multimedia and lecturer-student interaction on student engagement in students of the Faculty of Economics, Universitas Negeri Padang. This type of research was descriptive quantitative. The sample was taken by using the Slovin formula with 358 respondents. The measure used in the study was the likert scale. The type of data used in this study was primary data obtained through the dissemination of questionnaires to students of the Faculty of Economics, Universitas Negeri Padang. The analysis method used SEM PLS analysis using SmartPLS 3.0. The results of this study showed that: lecturer-student interaction had a significant effect on student engagement. Multimedia had a significant effect on lecturer-student interaction. Multimedia had no significant effect on student engagement. The implication of this study was that empirically in learning that online student interaction was very necessary in order to increase student involvement in learning. Then, the use of multimedia affected student involvement in learning. The future research agenda needs to study more deeply the use of multimedia on student involvement in learning.

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Alsuwaida, Nouf. "Online Courses in Art and Design During the Coronavirus (COVID-19) Pandemic: Teaching Reflections From a First-Time Online Instructor." SAGE Open 12, no. 1 (2022): 215824402210798. http://dx.doi.org/10.1177/21582440221079827.

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Online courses became the primary means of delivering instruction for higher education classes during the coronavirus (COVID-19) pandemic. Although institutions provide training and support to faculty members teaching online for the first time, for some faculty, including those in art and design, the online course design process seems vague and arduous. This article explores the challenges experienced by one such faculty member teaching her first online art and design course during the pandemic. With an autoethnographic approach to examine her online courses, the author reflects on the challenges and successes when designing and delivering a traditional face-to-face course in an online environment. Particular attention has been paid to the tools used to encourage student-student and student-teacher interactions. Recommendations are also provided for practical ways in which other art and design instructors can create online classrooms that promote student engagement and interaction.

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Lee, Yoona, and Aeeun Jeon. "The effect of student-faculty interaction on major commitment and learning outcomes by airline service major students: a moderated mediation effect of major satisfaction." Perspectives of science and Education 72, no. 6 (2025): 186–97. https://doi.org/10.32744/pse.2024.6.12.

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Introduction. Airline service major students learn various knowledge and skills to be flight attendants. In the practical classes, they have higher student-faculty interaction than students majoring in other majors. Thus, major satisfaction is an important to increase learning outcomes through major commitment. This study focuses on student-faculty interaction, major commitment, and major satisfaction to improve learning outcomes among airline service major students. Methods. The participants in this study were 284 airline service major students from three universities. Data were collected from freshmen (19.7%), sophomore (39.1%), junior (29.6%), and senior (11.6%) students majoring in airline service. This study used SPSS Win.21.0 statistics programs to conduct the frequency test, reliability and correlation tests. For the moderated mediation analysis, ‘Model 14 of PROCESS macro ver.4.0’ was used as the statistical method. Results. First, student-faculty interaction had positive correlations with both major commitment (β = .5521, p<.01) and learning outcomes (β = .2162, p<.01). Major commitment had a positive correlation with learning outcomes (β = 1.4654, p < .01). Second, major satisfaction was found to have conditional indirect effects on the relationship between student-faculty interaction and learning outcomes through major commitment that were significant (p < .01) when the major satisfaction values were 3.6667 (.3525, .2257~ .4830), 4.6667 (.2281, .1231 ~.3642) and 5.0000 (.1866, .0691 ~.3383), respectively. Therefore, the moderated mediation effect of major satisfaction was verified. Conclusions. This study found that airline service major students with high student-faculty interaction have increased learning outcomes. The results of this study indicate that students’ major satisfaction should be fostered and reinforced with the goal of increasing airline service major students’ major commitment and improving their learning outcomes.

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Daghigh, Ahmad, Vahid Daghigh, Mohsen Niazi, and David T. Morse. "Undergraduate Students’ Perceptions of Professors Concerning Academic Rules and Relations: Does Sex Matter?" Journal of Education 201, no. 1 (2020): 28–33. http://dx.doi.org/10.1177/0022057420903261.

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A common metric in appraising the classroom and educational experience is student ratings of courses and faculty. Our purpose in this study was to investigate whether the ratings of faculty in a co-educational Middle Eastern university concerning observation of university rules and policy, communication with colleagues, and communication with students differ based on sex—both that of the faculty and that of the student furnishing the ratings. Data were collected from 847 undergraduate students at Kashan University, of whom 626 had complete data. Statistically significant, though small, differences were observed for the main effect of student sex (females>males on following rules) and female faculty were rated more highly than male faculty on following rules and relationships with students. No differences by student sex or faculty sex on relationships with colleagues were noted, nor was there an interaction of student sex and faculty sex on the ratings.

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Kuryan, Maria L., and Elena A. Voronina. "Student-faculty interaction outside the classroom: Theoretical review of foreign studies." Pedagogy and Psychology of Education, no. 1, 2020 (2020): 219–37. http://dx.doi.org/10.31862/2500-297x-2020-1-219-237.

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The authors review and analyze scientific publications on the topic of studentfaculty interaction outside the classroom. In the paper, the historical and theoretical background of the phenomenon of student-faculty interaction is presented; on this basis, various types of such communication are identified and described. The authors examine how out-of-classroom interaction influences the participants of this process, which factors and characteristics determine its types and intensity. The issues related to the perception of this type of contact by students and teachers are also highlighted in the paper, and the importance to realize its complexity and multidimensionality is emphasized

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Chai, Hyun Yi, and Soon Jung Yoon. "Influence of Nursing students' metacognition, faculty-student interaction, and clinical practice learning environment on major satisfaction." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 7 (2025): 251–61. https://doi.org/10.22251/jlcci.2025.25.7.251.

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Objectives This study conducted a descriptive research study to determine the effects of nursing students' metacognition, faculty-student interaction, and clinical practice learning environment on their major satisfaction. Methods A survey was conducted on 139 nursing students in City A, and the collected data were analyzed using the SPSS 26.0 program (IBM Corp., Armonk, NY, USA). Stepwise regression analysis was performed to identify the factors affecting nursing students' major satisfaction. Results Factors affecting nursing students' major satisfaction were faculty-student interaction (β=.40, p<.001), metacognition (β=.36, p<.001), and clinical practice learing environment (β=.22, p.=001), and the explanatory power of these variables on learning outcomes was 53%. Conclusions In order to improve nursing students' major satisfaction, it is necessary to provide various educational programs to enhance metacognition and faculty-student interaction, and specific management is required to improve the quality of the clinical practice learning environment.

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Peele, Thomas. "Working Together: Student-Faculty Interaction and the Boise State Stretch Program." Journal of Basic Writing 29, no. 2 (2010): 50–73. http://dx.doi.org/10.37514/jbw-j.2010.29.2.04.

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Lee, Giljae, and Jungmi Lee. "A Study on the Factors Affecting Student-Faculty Interaction at Colleges." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 22 (2017): 829–49. http://dx.doi.org/10.22251/jlcci.2017.17.22.829.

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Lee, Jae-yeol. "Exploring Profile Patterns of College Students’ Perception about Faculty-Student Interaction." Asian Journal of Education 20, no. 1 (2019): 251–70. http://dx.doi.org/10.15753/aje.2019.03.20.1.251.

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Bjorklund, Stefani A., John M. Parente, and Dhushy Sathianathan. "Effects of Faculty Interaction and Feedback on Gains in Student Skills*." Journal of Engineering Education 93, no. 2 (2004): 153–60. http://dx.doi.org/10.1002/j.2168-9830.2004.tb00799.x.

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ASLAN EFE, Hülya. "An Evaluation of Online Science Classes Based on Students’ Science Learning Experiences." International e-Journal of Educational Studies 7, no. 15 (2023): 705–22. http://dx.doi.org/10.31458/iejes.1341206.

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Online science courses have become increasingly popular due to their accessibility and convenience. Consequently, evaluating their quality is essential for ensuring students receive a rigorous and valuable education. This study investigates the effectiveness of online science classes in terms of student- faculty interaction, time on task, active learning and cooperation among students by considering the participant students' experiences and their evaluations of online science courses. The participants were 2034 students from different middle (year 5 to 8) and high schools (year 9 to 12) during 2022-2023 academic year. All of the participants attended online science classes from 2nd half term of 2019-20 and whole school year of 2020-21. The data was collected by using the Student Evaluation of Online Teaching Effectiveness (SEOTE) scale, which was developed by Bangart (2005). The student responses were evaluated based on their school year, frequency of attendance, and means used to access online science classes. The findings of the study revealed that the participant students were not satisfied with online science learning experiences in terms of faculty-student interaction, time on task, cooperation among students and active learning practices. The study also found that faculty-student interaction, time on task, cooperation among students were important predictor of active learning for online science learning practices. Based on the findings the study suggests that when designing or implementing online science classes, students’ engagement, teacher-faculty interaction, creating opportunities for students to cooperate and helping students to actively engage in the activities should be taken into consideration by teachers.

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Park, Ji Hoe, and Jang Wan Ko. "An Analysis of Longitudinal Structural Relationship of Student-Faculty Interaction, Student Engagement and Learning Outcomes." Korea Association of Yeolin Education 27, no. 2 (2019): 259–84. http://dx.doi.org/10.18230/tjye.2019.27.2.259.

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Muzzin, Linda. "Theorizing College Governance Across Epistemic Differences: Awareness Contexts of College Administrators and Faculty." Canadian Journal of Higher Education 46, no. 3 (2016): 59–72. http://dx.doi.org/10.47678/cjhe.v46i3.188010.

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To provide a fresh perspective on governance in Canada’s colleges, interview data from administrators and faculty were interpreted through the lens of Glaser and Strauss’ (1965) theoretical categories describing interaction between physicians and patients. An example of a “closed awareness context” is suggested around college fund-raising, while “mutual suspicion” was observed in administrator-faculty interaction around student success policy. Examples of “mutual pretense” include feigned administrator-faculty cooperation around changing college missions and faculty workload formulae. “Open awareness” or dialogue, however, occurred where professional bodies or unions intervened. Awareness contexts are central to symbolic interactionist research, which focusses on how everyday realities are constructed. Similarities between doctor-patient and administrator-faculty interactions can be seen in the examples here. For example, just as doctors feared that delivering bad news to patients might precipitate “mayhem” in the hospital, college administrators may fear that openness around divisive topics might precipitate “mayhem” in college management.

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