Relevant bibliographies by topics / Student-faculty interaction

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

Academic literature on the topic 'Student-faculty interaction'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Student-faculty interaction"

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Warren, Louis L. "Faculty Involvement in Student Organizations." International Research in Higher Education 2, no. 2 (May 26, 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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Bluestein, Stephanie A. "Connecting Student-Faculty Interaction to Academic Dishonesty." Community College Journal of Research and Practice 39, no. 2 (September 25, 2014): 179–91. http://dx.doi.org/10.1080/10668926.2013.848176.

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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 (December 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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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 (June 30, 2021): 403–29. http://dx.doi.org/10.15753/aje.2021.06.22.2.403.

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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 (April 1, 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 (September 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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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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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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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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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 (April 25, 2014): 980–94. http://dx.doi.org/10.1080/10668926.2012.725388.

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Dissertations / Theses on the topic "Student-faculty 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 research. The author interviewed 25 students at a Hispanic Serving institution (HSI) in San Antonio, Texas. All students interviewed had interacted with faculty outside of the classroom. Six themes emerged in terms of types of interaction: course-related activities; traveling for conferences or study abroad; casual interactions around campus; career and graduate school focused interaction; visiting faculty in their offices (most common); and participating together in campus clubs or athletic activities. High quality out-of-classroom interactions had four characteristics: faculty members were approachable and personable; faculty members had enthusiasm and passion for their work; faculty members cared about students personally; and faculty members served as role models and mentors. The most powerful element of high-quality faculty-student out-of-classroom interaction is that of relationship. The most pronounced differences between underclassmen and upperclassmen were in the areas of going to faculty offices and speaking with faculty about career and graduate school plans. Juniors and seniors proportionately had more interaction with faculty on these themes. Students offered suggestions on how the University could encourage more facultystudent out-of-classroom interaction. Students' ideas revolved around three themes: promoting social events and interaction; stressing the importance of office hours; and suggestions directed at faculty members. Students can also serve as ambassadors to other students by encouraging them to engage in faculty-student out-of-classroom interaction. To continue improving the undergraduate collegiate experience, colleges and universities should strengthen and refine institutional commitment to practices that foster the undergraduate experience, including that of faculty-student interaction. Finally, institutions must remember to keep students at the center of their purpose and find ways to regularly solicit qualitative feedback from students of all segments of the campus environment.
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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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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 Cooperative Institutional Research Program (CIRP) to explore how international students' interaction with faculty impacted their academic outcomes. Results indicated that international students interacted with faculty frequently. These interactions had significant impact on international students' academic outcome (College GPA, self-perceived academic ability and intellectual self-confidence), success and satisfaction. Regression analyses identified that getting encouragement for graduate school and receiving a letter of recommendation from faculty were consistently a factor associated with positive academic outcomes and student satisfaction. In addition, advice about education program, opportunity to discuss coursework outside class and opportunities to apply learning in the real world were factors associated with student success. Faculty and student service professionals should become aware of international students' unique needs and challenges and facilitate positive student-faculty interaction for this population.

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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 student-faculty interaction impacts student learning outcomes (Cruce, Wolniak, Seifert, & Pascarella, 2006; Ethington, 2000; Kim, 2010; Kim & Sax, 2009, 2011, 2015). Toward that end, the primary purpose of this study was to create a multi-institutional survey instrument that operationalizes perceptions of teaching behaviors amongst faculty who educate military-connected students (MCS) at civilian colleges and universities. Main objectives included creating and developing items specific to unique teaching behaviors and ensuring validity of this instrument. I used a variety of analyses to create the instrument and to ensure validity of content within the survey. I followed DeVellis’ (2017) model for scale development to create and validate the Military-Connected Student-Faculty Interaction Questionnaire (MCSFI-Q). Eleven field experts participated in cognitive interviews to provide sources of evidence for construct validity (Miller et al., 2014) as well as to uncover and resolve content validity and construct validity issues (Padilla & Benítez, 2014). Following data collection, I conducted content and construct validity analysis to develop a valid and more parsimonious survey instrument. Results from all analyses led to the conclusion that the MCSFI-Q is comprised of conceptually valid items that operationalize teaching behaviors amongst faculty who educate MCS at civilian colleges and universities and that the MCSFI-Q has the potential to collect accurate data. Research next steps include further empirical testing in order for the MCSFI-Q to be useable in measuring teaching norms amongst faculty who educate MCS at civilian colleges and universities.
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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 satisfaction with advising and access to faculty by social class, and positive relations between degree aspiration and specific interaction behaviors. The findings provide implications for educators, administrators, and others charged with maximizing the benefits of student-faculty interactions for all students to positively affect college persistence and retention.
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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 student engagement enables students to become more comfortable with their academic environment and enhances their sense of belonging which contributes to their persistence. The purpose of this study was to examine the relationship between the number of hours students worked off-campus and the frequency of their experiences with faculty as measured by the College Student Experiences Questionnaire 4th edition. Examples of students' interactions with faculty included actions such as talking with your instructor about your course grades and assignments; discussing career plans; socializing outside of class; asking for comments on academic performance; and working with a faculty member on a research project. The study also examined the relationship between work and gender and between work and class standing. In examining the relationship between hours worked and the ten experiences with faculty, those who worked 1-20 hours weekly participated in significantly more discussions outside of class with other students and faculty than students who did not work. The researcher suspects this may be true because students may be more inclined to gather together with peers outside of class for study groups, lab projects, and group assignments that may involve the participation of faculty outside of class. These types of activities are usually associated with class requirements and students, regardless of their work schedules, must make time for them as they influence their grades in the course. In examining the relationship between gender and hours worked, the research revealed no significant relationship existed for any of the work groups which included: no work, 1-20 hours per week, and over 20 hours per week. Further examination of the relationship between class standing and hours worked showed a greater proportion of seniors worked compared to juniors. These findings resulted in several recommendations for future research which include studying the relationship between student engagement and other variables such as: the nature of the students’ work; time constraints i.e.; intercollegiate athletics or performing arts; and the students’ academic major. Examining these may yield insights into the relationship work may have with other aspects of student engagement.
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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 computer network to the teaching/learning process.
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Books on the topic "Student-faculty interaction"

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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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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. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1991.

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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 "Student-faculty 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, 561–611. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5836-0_12.

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Becker, Howard S., Blanche Geer, and Everett C. Hughes. "Definition of the Situation: Faculty-Student Interaction." In Making the Grade, 63–79. Routledge, 2017. http://dx.doi.org/10.4324/9780203786635-5.

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Waldow, Jason L., and Dena AuCoin. "Computer to Community." In Curriculum Development and Online Instruction for the 21st Century, 1–19. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7653-3.ch001.

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The convenience factor of studying online can be diminished by the lack of interaction with faculty and peers, and students often express feelings of isolation as influencing online engagement. When students can actively participate throughout a program, students feel satisfied with the learning program. Building positive and organized connections in online communities enhances academic success and retention rates and fosters a sense of community. Therefore, the presence of online faculty is vital for building interaction and connectedness between faculty and student, and student and student. There are a variety of ways to achieve this, including facilitating connections between discussions, assignments, and live interactions; merging conceptual learning to pragmatic application; connecting cohorts of students; and leveraging synchronous tools to manage an interactive atmosphere.
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Atibuni, Dennis Zami. "Institutional Support and Student-Faculty Interaction for Postgraduate Research Engagement." In Postgraduate Research Engagement in Low Resource Settings, 219–45. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0264-8.ch012.

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Quality institutional support and student-faculty interaction are critical to effective research engagement and efficient completion among higher education students. However, the research engagement of many postgraduate students in Uganda is characterised by low completion rates, longer stay on the journey, and high drop-out among others. In this interpretative phenomenological qualitative study using focus group discussions among Master of Education cohorts of 2011/2012 and 2012/2013 and seven key informant interviews among research advisors in Ugandan universities, the author explored gaps in institutional support and student-faculty interaction that negatively affected the students' research engagement. Findings revealed wanting institutional support in resources, operating procedures, organisation and communication, supervision, curricula, and student financing. Student-faculty interaction gaps included supervisor absenteeism and emotional and behavioural dereliction. Strategies to fix the gaps were also solicited. Recommendations for policy and practice were advanced.
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Morris, Olivia P. "Web-Based Technologies for Ensuring Interaction in Online Courses." In Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses, 244–79. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9582-5.ch010.

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This chapter discusses findings from a study of five faculty and 33 students from micro- and macroeconomics sections of online economics courses over the course of a semester. The study investigated faculty choice of web-based technologies for interaction and students' perceptions of such technologies. The objectives of the study were twofold. First, the author investigated faculty choice of web-based technologies for three major types of online interactions (learner–instructor, learner–content, and learner–learner). Second, the author examined student perceptions of technologies and recorded recommendations. Results from two online surveys of faculty and students at 2- and 4-year colleges showed strong agreement with perceptions of Moore, Drouin, Rhode, and Gardner. Faculty and students reported learner–learner interactions as the least important of the three interaction types. Although the discussion board was most effective for all three types of interactions, students from this sample did not prefer more learner–learner discussions.
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Patel, Kartikeya. "Planning, Designing, Implementing, and Managing Social Presence in Online Programs and Online Classes." In Student-Teacher Interaction in Online Learning Environments, 346–72. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6461-6.ch016.

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Social Presence plays important role in student learning, student retention, degree completion, and overall student satisfaction with the academic program. This chapter discusses the nature of social presence, the epistemological and psychological framework of social presence, contemporary social presence models, and planning, design, implementation, and management of social presence at the program and course levels. The planning and implementation of social presence at the program level is discussed with regard to online class size, faculty workload, Learning Management System (LMS), faculty and staff training, and social presence measurements. The planning, design, and implementation of social presence at the course level is discussed with regard to the online course syllabus, online course design, and techniques that help instructors in implementing social presence in asynchronous/synchronous, audio/video, or text-based online environments.
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Gold, Stuart S. "Effects of Computer-Mediated Communication." In Human Computer Interaction, 1864–70. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-87828-991-9.ch122.

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The purpose of this study was to answer the question: Is the level of achievement of working adult students in an online class directly related to the method of compute-mediated communication used by faculty? The study examined the relationship between the methods of computer-mediated communication utilized, the independent variable; and student outcomes, the dependent variable, among working adult students in online courses. Through an examination of course communication records and student final exam grades, the researcher developed course-based measures of the methods of computer-mediated communication and student outcomes. These measures were used to conduct statistically appropriate tests to determine if there was a statistically significant difference in the student final exam scores between classes that used only basic methods of computer-mediated communication as opposed to courses that employed both basic and advanced methods.
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Estes, Judi Simmons. "The Pivotal Role of Faculty in Online Student Engagement and Retention." In Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses, 65–87. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9582-5.ch003.

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The premise of this chapter is that higher education online faculty have a pivotal role in student retention; faculty participation is key to student engagement and engaged students tend to complete courses in which they are enrolled. However, frequently faculty members are unaware of the impact their active participation and visibility has on student engagement and retention. In addition, online courses are an important source of revenue for many institutions of higher education and attrition results in loss of revenue. Given that faculty have a pivotal role in retention, institutions of higher education can benefit fiscally from guiding and supporting online faculty in strategies of student engagement and retention. Faculty support is needed during the process of change inherent in faculty adapting to teaching online, through providing on-going faculty professional development and by creating a teaching culture inclusive of informal scholarly investigations related to instructional effectiveness in online course delivery.
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Eteokleous, Nikleia, and Rita Panaoura. "Education Faculty Lived Experiences of Student Interaction and Engagement in Online Courses." In Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model, 60–83. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7760-8.ch004.

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In this chapter, the two authors co-construct meaning of their individual lived experiences as education faculty engaging in online teaching and learning. It highlights each faculty unique experiences facilitating graduate student learning in an online environment. Co-construction of meaning centers on pedagogical approaches, program design and focus, reflection of faculty-self experiences, employment of digital learning tools, and utilization of best practices of each faculty experience with teaching and learning in an online environment. This narrative is co-constructed following a collaborative autoethnographic approach by two faculty, whereby the central descriptions of each faculty member is situated in one's lived experiences and rich story of facilitating and instructing courses in an online learning environment. The faculty experiences are mainly derived from teaching graduate courses offered by a department of education. The research method in presenting two self-reflective narratives in online teaching and learning extends to doing “collaborative autoethnography.”
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"Student–Faculty Interaction and the Development of an Ethic of Care." In Spirituality in College Students' Lives, 167–83. Routledge, 2012. http://dx.doi.org/10.4324/9780203118979-23.

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Conference papers on the topic "Student-faculty 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. Valencia: 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 proposes that increased faculty-student interaction in online courses using a variety of strategies would lead to greater student engagement with the course, and in the end, greater student success in overcoming barriers and challenges to online learning.
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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. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3437914.3437975.

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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 its curriculum. All learning outcomes are integrated into all CIT courses. All students own a laptop and have wired and wireless access to various university resources such as the library, Blackboard, IT labs and the Internet. Currently, the CIT is moving to a web-based learning environment. Under this environment, the outcome-based academic model requires faculty members to shift their efforts from teaching or lecturing to facilitating student learning. CIT faculty are reshaping their course contents and refocusing their courses to clearly show all the steps needed to learn various concepts and skills as well as how students can achieve a particular learning outcome. This study proposes an outcome-based IT curriculum for delivery in an e-learning environment. Such an environment is ideal for female students who prefer to have limited interaction with male faculty and who typically need more time to understand IT concepts in English. It is anticipated that this e-learning environment will facilitate the delivery of course content and also improve the discussion and communication between students and faculty.
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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 a number of ways to address these concerns, however. Short student tenure and limited student experience may be offset by breaking up a long-term project into manageable short-term chunks, identifying specific deliverables for each student, and implementing a rigorous data reporting and storage system. Student motivation may be enhanced by linking performance to grades or to an external competition. This paper presents results of using these and other techniques in a multi-disciplinary vehicle sensing research project involving sixteen undergraduates over a three-year period. Although individual student time on the project ranged from only three to twelve months, all students were able to contribute to the project. Student activities were grouped into individual and small group tasks, each with specific goals and timetables. Rigorous electronic documentation and data storage techniques were employed to enable new students to come up-to-speed quickly. A mix of course credits, supplemental pay, and an intercollegiate competition were used to maintain student motivation. Project successes include high student satisfaction, conference papers, a demonstration pre-crash sensing system, and participation in an international student competition.
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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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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 entire four years of the WKU ME curriculum, students work on a range of projects that allow them to utilize all three types of prototypes. The ME Freshman Experience allows students to blend the study of design methodologies with basic instruction in machine tools. Each student designs, builds, and tests their own air-powered steam engine. Sophomore Design finds the students working not only on a virtual design project, but also a more extended design-build-test project focused on experimentation. Junior design blends an externally sponsored virtual design along with the ASME Regional Student Competition (RSC). As with the RSC, Capstone Design in the senior year allows students to use a balance of all three types of prototyping as they judge appropriate and/or requested by their external sponsor. Design projects utilizing rapid and traditional prototyping resources require a large commitment by faculty and staff for support. A balance between time, resources, and level of student effort must be maintained, but careful planning can lead to improved student design performance. Virtual prototyping can appear to be easier to manage, but student expertise in creating fidelity between digital drawings and the desired physical parts varies widely. The deficiencies can show up when creating assemblies, but students can often mask the errors. The most important aspect of all these prototyping activities is the need for continual interaction between students, faculty, and staff. Students do not usually possess an innate project management ability, but experience has shown that strong project management skills are necessary for successful prototyping activities. All persons involved in the efforts must understand the prototyping facilities available, the time and resources necessary to utilize them effectively, and the reasonable expectations of the course effort. Students can gain understanding through repeated course exposure, but faculty must present a consistent voice with respect to the technologies available.
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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 describe the active teaching techniques that I, a tenure track faculty, has been practicing to teach mechanical engineering courses; the main discussion will focus on the Fuel Cell Science and Technology course. I have devised my current deep learning and teaching strategies through a yearlong Myrtilla Miner Faculty Fellowship cohort under Dr. Ken Bain and a number of workshops on the group based active teaching and peer interaction based teaching. This paper describes the strategies for developing a teaching and assessment plan for the courses I teach by emphasizing on (i) designing significant learning outcomes before starting a class, (ii) the long term retention of key concepts of a course by fostering student centered deep learning course activities, and (iii) far transfer of the skills students gain from a course. The first topic of this paper is about various strategies to understand students’ motivations and inhibitions that may govern their learning curve in a course. The second topic of this paper discusses the crucial aspect of designing a promising syllabus to give students a bigger purpose for learning the course material; a promising syllabus attempt to connect students’ long held curiosities and career ambitions with the course to be offered. The third topic delves into the strategies to engage students in self-preparation to assimilate the key concepts to be discussed in a class. This paper will also highlight the approach to design conceptual quizzes to guide student preparation before they come to the class and then use the same conceptual quizzes to conduct peer discussion and define the flow of a class; this strategy is derived from Dr. Eric Mazur’s work on peer interaction based teaching. The fourth topic is about the utility of one pager feedback form to be filled by the students after every class. This paper will discuss structure and effectiveness of the feedback form in improving student attention and participation in the class discussions. I have offered two workshops on effective teaching at the University of the District of Columbia to promote active student learning in a wide range of courses. I plan to conduct workshops for the middle and high school teachers to share the effective teaching skills.
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Lichtenstein, Gary, and James S. Collofello. "Infusing Entrepreneurial Mindset Into Engineering Education: Five Strategies for Implementation Success." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24644.

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Abstract The Ira A. Fulton Schools of Engineering (FSE) received a two-year grant to institutionalize entrepreneurial mindset (EM) throughout the college. This paper summarizes the history of entrepreneurial education in engineering, then reviews metrics of initial implementation success across 17, ABET-accredited programs. Five strategies were deployed during the implementation stage of the initiative, which strived to engage 66 faculty who taught one of three EM-focus courses in each undergraduate program: a first-year engineering course, a required design or technical course in the second or third year, and Capstone. Strategies were: 1) Adopting a 21st Century Engineer orientation to entrepreneurial education; 2) Operationalizing EM using a single, consistent framework across all courses and programs; 3) Modeling implementation based on ABET accreditation processes; 4) Infusing the initiative with substantial faculty support; and 5) Incentivizing faculty with stipends to promote initial implementation. Challenges revolve around sustaining implementation while improving effectiveness of EM instruction and assessment, particularly after grant funding. Lessons learned are that 1) institutionalization of the initiative needs to be strategized during initial implementation and 2) faculty are more likely to support an initiative that includes activities and outcomes about which they have always cared, including student success, professional development, and collegial interaction.
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Brackin, Patricia D., and J. Darrell Gibson. "Techniques for the Implementation, Administration, and Evaluation of Industrially Sponsored Capstone Design Projects in the ME Curriculum." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-16026.

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The benefits of company sponsored capstone design projects, both to academia and to industry, have been well established. At Rose-Hulman the benefits to students include the broadening of their engineering skills, the required interaction with practicing engineers, the strengthening of teaming skills by working in design groups, the development of communication skills with required oral and written reports, and the experiences of project management. These projects are "owned and managed" by the student teams with company contacts providing appropriate data and information and with faculty serving as advisors only. The authors have developed and improved these student/industry interactions over the last few years with over 120 students working with about 30 different companies each year. ABET 2000 requires that graduates demonstrate the ability to design a system, component or process to meet a given need. The capstone design course is the natural place to assess whether or not the outcome is met. It is the purpose of this paper to identify the necessary steps for soliciting, screening, and selecting the types of company projects that will enhance educational objectives and further industrial partnerships. A further purpose is to demonstrate how the course is used to assess the ABET design outcome. Finally the paper discusses how the authors have recently improved this client based design experience and the quality of the final design by utilizing project managers from Rose-Hulman Ventures (the innovation and incubation technology arm of Rose-Hulman) as "design review teams" to meet with and to serve as additional resources to the student teams.
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Baglione, Melody L. "Incorporating Practical Laboratory Experiments to Reinforce Dynamic Systems and Control Concepts." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10135.

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The Cooper Union is developing a new simultaneous lecture and laboratory approach to address the pedagogical challenge of finding the appropriate balance between theory and hands-on experimentation in teaching dynamic systems and control concepts. The new approach dedicates one hour each week to laboratory experiments with the class subdivided into small student groups having greater faculty interaction. Bench top experiments from National Instruments and Quanser include DC motor and inverted pendulum modeling and control workstations. Process control test rigs from Feedback Inc. include level, flow, temperature, and pressure control trainers. Devoting significant time to laboratory experiments gives students the opportunities to fully appreciate feedback control concepts and to acquire valuable practical skills. This paper discusses the new instructional approach, preliminary results, lessons learned, and future plans for improving the systems and control curriculum.
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