Dissertations / Theses: '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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Castro, Selena M. "Faculty-student interaction and advising an exploratory analysis of non-returning second-year students at a public research university /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/s_castro_012609.pdf.

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Leonard, Diana Kay. "Shaping Fuzzy Goals through Teacher-Student Interaction: A Detailed Look at Communication between Community College Faculty and Transfer Students." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193806.

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SHAPING FUZZY GOALS THROUGH TEACHER-STUDENT INTERACTION: A DETAILED LOOK AT THE COMMUNICATION BETWEEN COMMUNITY COLLEGE FACULTY AND TRANSFER STUDENTS by Diana K. Leonard Faculty-student interactions have been largely neglected in the research regarding community colleges and community college transfer students. Yet faculty serve as points of institutional contact, and might also serve a central role in student experiences and decision-making. The purpose of this study was to increase our understanding of the dynamics and interactions that impact student experiences and decisions regarding transfer at the community college and to understand how those interactions contributed to goal formation. Symbolic interactionism (Blumer, 1969) provided a framework to guide the mixed-methods approach, which was primarily qualitative, utilizing online surveys and personal interviews to investigate students' interpretations of the student-teacher interactions. Quantitative data analysis measured teacher influence. 429 students who successfully transferred to a Research I university in the southwest, from in-state community colleges completed the survey. Ten students from this pool, subsequently interviewed, reflected various levels of uncertainty in their goals to transfer. These uncertain goals were termed "fuzzy" goals.In addition to symbolic interactionism as a framework, Stanton-Salazar's (1997) concept of institutional agents, supported with Bourdieu's (1977) cultural and social capital and Tinto's (1975) theory of social and academic integration were used to guide this study. Findings illustrated that students did utilize their teachers as institutional agents, who provided them with cultural knowledge and facilitated their understanding of procedures and processes through active as well as passive teacher-agency. Five themes emerged in students' interpretation of the student-teacher interactions: support, motivation, guidance, inspiration, and modeling. All had varying effects on students' uncertainty and contributed to shaping their fuzzy goals and to their social and academic integration into academe.This study can inform our understanding of the well-known gap in BA attainment between students who begin at a community college intending to transfer and students who begin at a four-year institution. Further, this study can inform strategic planning geared toward supporting teachers more fully in their role as institutional agents conveying social and cultural capital to students to increase their leverage for success once they transfer to the university.

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MacDonald, Michael Christopher. "The Impact of Student Faculty Interaction and Intergroup Contact on Cognitive and Sociocultural Gains in College Seniors as Measured by the College Student Experiences Questionnaire." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/51811.

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The rising costs of attending college have students, families, and other stakeholders calling for evidence of gains that result from earning a degree (Burrows, 1999; Jongbloed, Enders and Salerno, 2008; Julian, 2012). They expect that graduates to achieve cognitive gains in communication, critical thinking, and the ability to work independently and in teams (SHEEO, 2005). Additionally, the global marketplace has created the need for graduates to achieve sociocultural gains; they need to understand different cultures and successfully interact with diverse peoples (Gurin, 1999; Leville, 2006). Research has shown that different experiences influence cognitive and sociocultural gains including student faculty interaction (SFI) and intergroup contact (IGC) (Cole, 2007; Kuh and Hu, 2001; Thompson, 2001; Umbach and Porter, 2002). However, cognitive and sociocultural gains have typically been explored independently. Moreover, researchers have not examined the demographic factors that, combined with SFI and IGC, promote such gains. The purpose of this study was to determine if SFI, IGC, and demographic factors (gender, race or academic major) explain variance in cognitive and sociocultural gains among college seniors. The sample included seniors who completed the College Student Experiences Questionnaire (CSEQ) Fourth edition. The results of the hierarchical linear regression revealed that SFI and IGC have a significant influence on both cognitive and sociocultural gains. However, the impact of these predictors is not experienced by every student uniformly; a student's sex, race and academic major matters.
Ph. D.

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Snead-Greene, Cheryle Denise. "The impact of student-faculty interactions on the reentry female students' desire to persist towards academic completion at the community college : a study of student perceptions /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Hutchison, Micol. "First-Generation College Students: A Qualitative Exploration of the Relationship Between Parental Education Level and Perceptions of Faculty-Student Interaction." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/4013.

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While quantitative research has determined that first-generation college students (FGS) are less likely to interact with faculty than are their non-FGS peers, this qualitative study examines how incoming first-year college students, both FGS and non-FGS, perceive faculty-student interaction and whether they consider it important. Addressing different types of interaction with college instructors, both in-class and out-of-class, participants across a range of FGS status shared their views through surveys, individual interviews, and focus groups. Focusing specifically on incoming first year students, this study also explores the motives for, impediments to, and encouragements to faculty-student interaction that students identify. Finally, the study examines the origins of students’ perceptions of such interactions. It finds that FGS and non-FGS come to college with different cultural and social capital pertaining to this, and that non-FGS have a greater familiarity with the field and expected habitus of college. However, FGS demonstrate an ability to access their social capital in order to obtain valuable knowledge that informs their perceptions of college and of faculty-student interaction. Further, in the focus groups, FGS described emerging comfort with faculty over the course of their first months of college. The origins of students’ perceptions often differed, as non-FGS were more likely to describe being influenced by family, while FGS more often explained how they accessed their social capital in order to obtain cultural capital and practical knowledge regarding college and faculty-student interaction. Meanwhile, FGS’ and non-FGS’ motives for interacting with faculty, and the impediments and encouragements they identified, were frequently similar. The motives included their desire to learn and share opinions, as well as their interest in obtaining letters of recommendation in the future, while comfort with classmates and faculty and interest in class were commonly named as encouragements to interact with faculty.

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Davis, Daryl Christopher. "African American Faculty Perceptions of how Campus Racial Climate and the Quest for Tenure Influence Their Interaction with African American Students at Predominantly White Institutions." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1576203483313774.

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Gillette, Natasha Marilyn. "Faculty-Student Interaction and the Educational Outcomes of Native American College Students: A Comparison of First-Generation and Continuing-Generation College Students." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5520.

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Utilizing the College Student Experiences Questionnaire(CSEQ), a regression analysis was run to identify the ways in which 95 Native American college students attending an elite,religious, predominantly White institution (PWI)interact with faculty. These interactions were used to predict correlations with the educational outcomes of (1) aspirations for graduate school, (2) GPA and (3) overall gains from college. The findings were further disaggregated by first-generation and continuing-generation status. The findings suggest that none of the faculty-student interactions or demographic variables were significantly correlated with aspirations for graduate school. Gender, class standing and age were significantly correlated with GPA. A better relationship with faculty members positively correlated with five of the estimate of gains, suggesting that the better a students' relationships with faculty, the greater their overall gains from college. The current study found that first-generation students did not socialize with a faculty member outside of class as much as continuing-generation students. However, this study found that first-generation students reported better relationships with faculty than continuing generation-students and being more willing than continuing-generation students to work harder as a result of feedback from an instructor. The findings identify faculty-student interactions that can lead to success in higher education for Native American college students, as well as understanding how these interactions compare or differ for first-generation and continuing-generation Native American college students.

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Mosser, Brent Steven. "The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281706037.

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Williams-Chehmani, Angie. "The Effect of Faculty-Student Interactions on Student Engagement at Community Colleges." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237764333.

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LeBeau, Jenny. "The relationship between service learning and student-faculty interactions." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Thesis/Fall2008/j_lebeau_112008.pdf.

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Thesis (M.A. in education)--Washington State University, December, 2008.
Title from PDF title page (viewed on June 19, 2009). "College of Education." Includes bibliographical references (p. 42-48).

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Zhu, Yun. "THE IMPACT OF RACE AND INTERACTIONS BETWEEN STUDENT-FACULTY ON UNDERGRADUATE STUDENT LEARNING AND MULTICULTURAL PERCEPTIONS." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2622.

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As enrollment of minority students and recruitment of minority faculty in higher education increase, opportunities for students to interact with racially and ethnically different faculty will become more frequent and pronounced. Also, there may be expectations that these interactions will produce greater educational gains and sensitivity to racial issues. A quantitative research methodology was employed to measure the nature of the student-faculty interactions across race and to explore factors that influence undergraduate students’ GPA and multicultural perceptions in order to identify ways in which student-faculty interactions might better serve the students. Mainly, this study focused on the quantity, quality, and socialization of interactions between White and Asian students and faculty members. The instrument used for data collection was a combination of five national online surveys that were designed to assess college students’ perceptions and experiences of their student-faculty interactions and data were gathered with White and Asian faculty and students at Virginia Commonwealth University. Data collection consisted of surveying students and faculty members via email. The researcher found that only the quality of student-faculty interactions, which belongs to the quality of interactions, had a positive impact on students’ GPA (.06) and their multicultural perceptions (.18). A better understanding of factors influencing students’ GPA and multicultural perceptions would be beneficial for both teachers and undergraduate students at VCU.

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Bharath, Deoraj. "Effects of student-faculty interactions on persistence of underprepared community college students." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/1671.

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The high concentration of underprepared students in community colleges presents a challenge to educators, policy-makers, and researchers. All have pointed to low completion rates and caution that institutional practices and policy ought to focus on improving retention and graduation rates. However, a multitude of inhibiting factors limits the educational opportunities of underprepared community college students. Using Tinto's (1993) and Astin's (1999) models of student departure as the primary theoretical framework, as well as faculty mentoring as a strategy to impact student performance and retention, the purpose of this study was to determine whether a mentoring program designed to promote greater student-faculty interactions with underprepared community college students is predictive of higher retention for such students. While many studies have documented the positive effects of faculty mentoring with 4-year university students, very few have examined faculty mentoring with underprepared community college students (Campbell and Campbell, 1997; Nora & Crisp, 2007). In this study, the content of student-faculty interactions captured during the mentoring experience was operationalized into eight domains. Faculty members used a log to record their interactions with students. During interactions they tried to help students develop study skills, set goals, and manage their time. They also provided counseling, gave encouragement, nurtured confidence, secured financial aid/grants/scholarships, and helped students navigate their first semester at college. Logistic regression results showed that both frequency and content of faculty interactions were important predictors of retention. Students with high levels of faculty interactions in the area of educational planning and personal/family concerns were more likely to persist. Those with high levels of interactions in time-management and academic concerns were less likely to persist. Interactions that focused on students' poor grades, unpreparedness for class, or excessive absences were predictive of dropping out. Those that focused on developing a program of study, creating a road map to completion, or students' self-perceptions, feelings of self-efficacy, and personal control were predictive of persistence.

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Nitecki, Elena M. "Heating Up and Cooling Out at the Community College: The Potential of Student-Faculty Interactions to Contribute to Student Aspiration." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/39408.

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Urban Education
Ph.D.
This study examines the potential of faculty at the community college to positively influence, or "heat up," student aspirations. With increasing emphasis on graduation and transfer rates in higher education, the importance of micro-level interactions that shape student aspiration has been neglected. To better understand how individuals within the institution, especially faculty, contribute to student aspirations, this study attempts to bridge the "cooling out" and "heating up" literature in the context of the modern community college by recognizing the role of the individual academic program. Applying organizational theory from a systems perspective, as well as the theories of Paolo Freire, the study examines the nature of student-faculty interactions that have the potential to contribute to student aspiration in the context of institutional limitations. The participants include students and faculty in three academic programs that have different approaches to student success within one urban community college. The case study involves a combination of qualitative approaches, including interviews and observations. The study inductively examines student-faculty interactions and their potential to contribute to student aspirations within three different academic programs. The most significant barriers to student success and increasing aspirations are found on the institutional level. These limitations, including bureaucratic confusion, advisement issues, remediation, variation in attendance policies, financial constraints, and lacking a cohesive institutional culture and commitment, have the potential to "cool out" student aspiration, as supported in the majority of the community college literature on this topic. However, the mezzo-level effects of programs and the micro-level practices of the individuals hold substantial potential in terms of "heating up" student aspiration. Programs vary in the degree to which they handle the institutional limitations. Programs that take an active role in mediating between the limiting institutional barriers and students provide a cushioning program-wide protection from the cooling out elements. The micro-level interactions between individual students and faculty also hold potential to heat up by helping students navigate the systematic confusion that seems characteristic of the community college. Therefore, this study suggests that there is hope for the community college in fulfilling its promise of educational opportunity. Macro-level institutional challenges, as well as larger societal inequalities, are substantial and pervasive at the community college and solutions are often limited by financial constraints. However, the programs and individuals within the community college hold promise. The study suggests that the roles of the program and the individual are instrumental in shaping student aspiration.
Temple University--Theses

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Perinchery, Remya. "MICROAGGRESSIONS WITHIN HIGHER EDUCATION: EXPLORING HOW WHITE FACULTY COMMIT AND RESPOND TO MICROAGGRESSIONS." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2473.

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The purpose of this study was to explore the different kinds of microaggressions that students of color experienced with white faculty, including the process and outcomes of these interactions. Undergraduate students of color face fewer positive outcomes, in comparison to their white peers, such as increased attrition, lower academic self-efficacy, and feeling less connected to their campus (Tinto, 1975; Cabrera et al., 1999; Rankin & Reason, 2005). The relationship between students and faculty has been shown to have a direct impact on student’s engagement on campus and their academic self-efficacy (Komarraju, Musulkin, & Battacharya, 2010), thus implying that students of color could benefit from strong relationships with faculty. However, faculty are more likely to have lower expectations of minority students, interact with these students less frequently, and depend on racial stereotypes to develop perspectives on students (e.g., Jussim & Harbor, 2005, Trujillo, 1986, Jussim, Eccles, & Madon, 1996). Participants in this study were recruited from a mid-size Midwestern university from university-based organizations and direct contact with students in various campus locations. Experiences with microaggressions were assessed through a short answer survey, in which participants were asked to recount both a negative incident and a positive incident that involved a faculty member committing or responding to a microaggression. A Grounded Theory approach was used to analyze the data. The emergent themes from this study were categorized in terms of type of incident, proximal outcomes, distal outcomes. Relationships were also examined between the events and outcomes. Participants observed that white faculty did commit microaggressions in the classroom, involving stereotyping, dismissing derogatory comments made by other students, and treating participants differently than their white peers. These microaggressions were typically not noticed by the faculty themselves, and students often did not address them with faculty due to the faculty members’ power and influence on participants’ grades. However, participants experienced internal cognitive and emotional reactions that led to them feeling a loss of trust and respect for their faculty and institution. Students who experienced classroom microaggressions also experienced a negative impact on their academic performance, as they were less likely to attend class, participate, and seek out the faculty member for academic help after such incidents. These students also reported some positive experiences with other faculty, such as having discussions around diversity or being encouraged to be successful. Participants who experienced such positive interactions felt a stronger connection to faculty and reported that they were motivated and cared more about their coursework. These findings suggest that the interactions between faculty and students of color have an impact on students’ relationship with faculty and their academic performance, specifically when they are negative, race-related interactions such as microaggressions.

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Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.

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Juarez, Dalia R. "Creating an Environment of Success| Community College Faculty Efforts to Engage in Quality Faculty-Student Interactions to Contribute to a First-Generation Student's Perception of Belonging." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603810.

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This dissertation examines the role of the faculty-student interaction in the perceived sense of belonging first generation students experience while attending 2-year community college. While Strayhorn’s (2012) definition of sense of belonging is referenced this researcher has developed a diagram that focuses on the sense of belonging that focuses specifically on the 2-year community college student due to the fact that the theoretical frameworks regarding sense of belonging focus, primarily, on the perception of belonging among college students attending residential 4-year colleges and universities. The sense of belonging for first-generation, community college students suggests that a student’s perceived sense of belonging (what is referred to as internal) is influenced by the faculty-student interaction; particularly by the external (what is referred to as behavioral) actions of faculty. The first-generation student’s perception of belonging, those students whose parents do not have a college degree, will be discussed; in particular, the research examines the experiences of first-generation African American and Latino, community college, students. The perceptions of belonging were uncovered through the use of one on one interviews and an examination of the 2014 responses by first-generation students to the University of Texas (2015) Community College Survey on Student Engagement (CCSSE). This is not a true mixed methods study as the data from CCSSE was used for reporting purposes only. The focus on the lived experience provided this study with rich and insightful material that adds to the limited body of research related to the community college as a post-secondary institution.

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Jones-Ferguson, Natolyn. "Student and Faculty Perceptions: The Impact of Synchronous Online Software as an Interactive Tool in a Web-Based College Course." Thesis, NSUWorks, 2012. https://nsuworks.nova.edu/fse_etd/11.

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This applied dissertation was designed to provide current information for college administrators and instructors on the use of synchronous technology in online courses—a growing area in higher education. The focus of this analysis was on student and instructor perspectives regarding experiences with synchronous technology in the online classroom setting. The researcher used surveys and interviews to glean data related to accessibility and efficiency of online learning technology, communication; instructional content, information and strategies; aspects of instructional delivery; technical support; and overall impressions. Results revealed that students are satisfied with synchronous technology in their online classes. Instructors use the synchronous web-based computer system tool as a part their instructional strategy and to enhance dialogue and interaction. However, there are technical issues that can present challenges. The findings can be used by higher education leaders to address concerns about student and instructional experiences in a non-traditional environment. Instructors are being encouraged to include synchronous activities as a part of their curriculum. The study provides an opportunity to assess and determine what works or needs improvement. Students and instructors must have the appropriate skills to navigate the technological revolution that continues to change the dynamics of the collegiate experience in the virtual classroom. It is recommended that instructors receive detailed training that will greatly enhance satisfaction and comfort levels. Not only does the instructor need the technological skills, but the ability to engage students. Students who feel a sense of community and engagement will remain active and are less likely to drop out.

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Mwenda, Margaret Nkirote. "Underrepresented minority students in STEM doctoral programs: the role of financial support and relationships with faculty and peers." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/560.

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Beginning with the understanding that minority students are often underrepresented in STEM doctoral programs despite their growing proportions in the population, this study provides a description of selected minority doctoral students' experiences in STEM programs. Specifically, this study examines the influence financial support and relationships with faculty advisors and doctoral peers have on doctoral students' experiences and progress. Data for this research were obtained from 13 minority respondents enrolled during spring, summer, and fall 2009 and 73 majority respondents who provided some comparisons and contrasts. The participants were all Ph.D. students from several STEM programs at a research university in the Midwest. Findings from this study suggest that financial support of doctoral students through fellowships and research/teaching assistantships enables students to interact closely with their faculty and their peers and consequently become integrated into the social and academic systems of their programs. Further, through their experiences in teaching and research minority students report acquiring skills and competencies useful not only for graduate school success (e.g. time management; course reading; dissertation writing) but also for successful transition into their respective professions and careers. Funding takes a different form and plays a different role in shaping students' positive experiences in each of the three stages of doctoral study: fellowships during a student's transition year(s), teaching/research assistants during the middle years, and fellowships during the final year(s). Students reported that this sequence of funding supports successful transition into the doctoral program, development of academic and professional competencies during the middles years, and successful doctoral completion during the final year. Faculty-student relationships are important in socializing minority doctoral students into their disciplines and professions. Faculty advisors and mentors are especially important in developing students' academic competencies as well as in preparing them for their professions. In addition, faculty-student relationships characterized by faculty availability, approachability, interest in developing students' academic and professional competence, and support and encouragement are important, perhaps especially so in the absence of mentoring by faculty of color. Peer to peer interactions primarily offer academic combined with social support. Further, interactions and group dynamics among minority students and their transition into PWI doctoral programs seem to be affected by their undergraduate educational backgrounds.

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Ransom, Whitney. "The Scholarship of Teaching: Contributing Factors to Improved Teaching Performance Among University Faculty Members." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2327.pdf.

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Esterhuizen, Hendrik Daniel. "The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8736.

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North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning model in the fifth paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive seamless support, based on requirements identified through bottom-up feedback listening to latent requests of participants. Technology-enhanced learning integration should be legitimised through visible commitment from the university as institution. Lecturer training, innovative planning of time issues, acquisition of appropriate infrastructure, buying in from the institution and IT support services, and support of teacher-students are all essential for evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of newly industrialised context clients.
Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

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Wirt, Lesley Grieco. "Exploring predictors of faculty-student interaction for community college students." 2010. http://www.lib.ncsu.edu/theses/available/etd-03232010-165654/unrestricted/etd.pdf.

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De, los Reyes Maria Oralia. "Experiences and engagement levels of entering community college students and returning students." 2008. http://hdl.handle.net/2152/17308.

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In order to explore the differences in engagement levels between entering and returning community college students, the researcher analyzed 13,300 surveys from the 2007 Survey of Entering Student Engagement (SENSE) pilot data set utilizing a quantitative methodology. This study focused on analyzing engagement levels of entering and returning students in six constructs: Active and Collaborative Learning, First Day, Student Effort, Student-faculty Interaction, Support for Learners, and Motivation. After the comparison between the two groups was performed, data were disaggregated by eleven groups to further explore differences. Differences in engagement levels were explored in terms of students’ characteristics such as remedial background, age, gender, full-time status, ethnicity, degree seeking, first generation, and traditional status. The results of this study revealed that returning community college students in general, are more engaged in educational practices associated with persistence than entering students. In addition, findings suggest that with the exception of one variable (overall high school grade average), students commonly categorized as “at risk” or “disadvantaged” (developmental, non-traditional, part-time, first generation, minorities) overwhelmingly held higher levels of engagement in all positive engagement variables of the six analyzed constructs. Furthermore, in an analysis of disaggregated data by eleven groups of students, the following was found: o Students who placed in three developmental courses were by far the most highly engaged group in all positive engagement variables of the six constructs. o Students with the highest level of engagement in the two negative variables of the Student Effort construct (skipped class or came to class without completing readings or assignments) were traditional, 18-19 year olds, not-first generation, and non-developmental students. o Students who reported that success courses had helped them to get the knowledge necessary to succeed in college were overwhelmingly disadvantaged students (developmental, non-traditional, females and minorities). o Developmental students showed higher levels of engagement with regard to college services. o Financial aid advising and skill labs (math, reading, and writing) were the two services with the highest number of statistically significant differences throughout the eleven groups. This study was concluded with recommendations for further research and strategies that community college stakeholders could implement to increase student retention.
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Mix, Kerry Keith. "Online social networking : exploring the relationship between use of web-based social technologies and community college student engagement." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1380.

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Over the last decade, community college researchers and practitioners increasingly have focused on student engagement as a cornerstone of a successful student success agenda. This study investigated community college student engagement using an ex post facto quantitative methodology. This study reports the results of the five special-focus survey items from 2009 CCSSE national administration and data collected from institutional Facebook pages. This study measured student engagement levels based on five constructs from the Community College Survey of Student Engagement (Active and Collaborative Learning, Student-Faculty Interaction, Academic Challenge, Student Effort, and Support for Learners), including more than 170,000 survey respondents. Differences in engagement levels were explored in terms of student characteristics including gender, race/ethnicity, developmental status, weekly preparation, commute time, age (traditional/nontraditional), and enrollment status (full-time/part-time). The results of this study revealed the following: •An institutional Facebook page can provide both academic and non-academic information. An institutional Facebook page is a central location that students, parents, fans, and others can go to ask questions about the college, either general or specific. •Students are using social networking tools for academic purposes. •Students who took honors course(s) and students who commuted six hours or more per week were more likely to use social networking tools to communicate about coursework. •Students’ use of social networking tools for academic purposes is associated with an increase in student-level benchmark scores. A proportional relationship exists between use of SNT and engagement scores. In general, students who frequently used SNT for academic purposes achieved higher engagement scores. •However, a corollary is also true: Student Effort scores tend to be lower among students who use SNT for any purpose multiple times per day.
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Gilbuena, Debra M. "Industrially-situated project-based learning : a study of feedback and diffusion." Thesis, 2013. http://hdl.handle.net/1957/37908.

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The Virtual Chemical Vapor Deposition (CVD) Process Development Project provides the context for the two areas of the research presented in this dissertation. The first area, generally referred to as feedback in this dissertation, focuses on student learning and the interactions of students and instructors that take place in the project, specifically focused on characterizing feedback and determining the influence of feedback as student teams progress towards completing the project. The characteristics of feedback found in this project are presented within a situative perspective using the analytical framework of episodes. The characteristics include: a list and categorization of episode themes, the structure and flow of episodes during the coaching session, the sub-structure present within individual episodes, and the types of feedback present. This dissertation shows how these characteristics frame participation in a community of practice and can be used as tools to scaffold instructor feedback in project-based learning. Episodes analysis is also used to investigate how feedback on professional skills can help to enculturate students into a community of practice and influence their fluency with professional skills and engagement in more technical activities. The second area examines the spread of this innovative project from its home institution to other institutions. In this area an analysis of the spread of the Virtual CVD Process Development Project in the high school setting is presented. The project was found to provide versatility for instructors and afford student learning in the areas of motivation, cognition, and epistemological beliefs. These two areas inform each other. As the project is assessed at different institutions, it is continually improved and the sensitivity of different aspects of the project is explored, e.g., the aspects of the project that are crucial to maintain effectiveness are identified. One of these aspects is the feedback that takes place in the project. As the project is further examined at the home institution in depth, more can be learned about the best ways it can be delivered. This information informs scaffolding that then can be provided to faculty at other institutions such that they can attend to crucial aspects of the project in the most efficient, effective manner, improving not only the probability of successful adaptation, but also the likelihood that the project will further diffuse to other institutions.
Graduation date: 2013

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Kerdpon, Duangporn. "Student perceptions of student-faculty interactions and academic achievement in undergraduate dental student at Prince of Songkla University." 2009. http://digital.library.okstate.edu/etd/Kerdpon_okstate_0664D_10357.pdf.

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Holzweiss, Peggy Carol. "Interactions among College and University Faculty and Students Involved in Academic Student Organizations: An Analysis of Qualitative and Quantitative Engagement." Thesis, 2010. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8168.

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The purpose of this study was to describe what kind of student-faculty interactions are occurring in the context of academic student organizations as well as identify the quality and quantity of such interactions and what factors are involved with meaningful interactions. The study also determined how these interactions might differ from those occurring in other college activities and how the factors of classification, organizational status, and institutional size relate to quality and quantity of interactions in both contexts. An instrument was developed for the study using all student-faculty interactions identified by previous researchers. A total of 104 undergraduate students from four different institutions responded to the instrument. All were members of an academic student organization. Results indicated that almost all of the students had faculty advisors for their organizations. In addition, 99 percent of participants had at least one interaction with faculty since they started college. Another 81 percent had at least one interaction with faculty within their academic student organization, and 96 percent had at least one interaction with faculty within their other college activities. Over three-quarters (78 percent) said they had interactions with faculty in both their academic student organization and other college activities. Interactions were found to occur but were infrequent overall and did not differ significantly between academic student organizations and other college activities. However, there was a trend for participants to have a higher quantity of interactions within their organizations than through other activities. Most of the interactions reported by participants lasted longer than 10 minutes, which was the standard by which some researchers measured quality. For institutional size, a pattern of responses indicated that participants from small institutions may have a higher quality and quantity of interactions with faculty than their peers from large institutions. Whether or not a student served as a member or a leader in their academic student organization did appear to impact the interactions they had with faculty. Leaders reported more interactions with faculty in their organizational context than did members.

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Lin, Chic-Chung, and 林志駿. "Setting up automatic faculty-student interactions in a computer classroom by GPL net-enabled software components." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/43282699082300104261.

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碩士
明志科技大學
電子工程研究所
102
In this paper, the tool software GPL is used for constructing interactive teaching of computer classroom and integrating various web services and self-developed online real-time scoring software so that teachers can increase observation and control of students in classroom and also students can fully know their studying status. When constructing the computer classroom in this study, it mainly contains four stages as below: (1) The DRBL program is installed to the server, the environments of the server and the client are initialized, and NIS, NFS, DHCP and TFTP are downloaded to DRBL. (2) NIS and NFS in DRBL are modified to meet the teaching in computer classroom so that management efficiency of computer classroom can be increased. (3) The NFS data transmission mechanism and the self-developed online real-time scoring system are used for improving interaction between the teacher and students in classroom. (4) The client hard disk is used for building some courses that do not support Linux system and some special courses, and the GRUB is used for managing the client system. By using the four items, we can actually make a computer classroom that improves interaction between the teacher and the students and centralizes systematic management to replace the inconvenient computer classroom environment of the past.

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McGaskey, Ferlin Garbe. "The Relationship between Racial Identity and the Socialization of Black Ph.D. Students at Predominantly White Institutions." 2011. http://trace.tennessee.edu/utk_graddiss/1101.

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Successful graduate student socialization has been characterized as the acceptance and adoption of disciplinary values and beliefs into the students’ identity (Bragg, 1976; Weidman, Twale, & Stein, 2001). Some scholars assert that assimilating the values and beliefs of the discipline may be difficult for Blacks students as their cultural beliefs and values may be incongruent (Antony, 2002; Tierney & Rhoads, 1994). Surprisingly, there appears to be no empirical studies exploring this assertion for Black Ph.D. students. The purpose of this study was to determine if cultural beliefs and values influence the socialization experiences of Black Ph.D. students. Specifically, using racial identity as a theoretical framework, hierarchical regression analysis was used to examine the relationship between racial identity and socialization (as measured by faculty-student interactions, peer-peer interactions, and student’s perceptions of faculty) of Black Ph.D. students at predominantly White institutions (PWIs). Data were collected from 389 current Ph.D. students and recent completers. Racial identity was assessed using the Multidimensional Inventory of Black Identity (Sellers, Smith, Shelton, Rowley, & Chavous, 1998). After controlling for key demographic variables, results indicated racial identity influenced some aspects of socialization. Specifically, public regard was positively related to faculty-student interaction as well as students’ perception of faculty. Racial centrality and ascribing to a humanist ideology were also positively related to students’ perception of faculty. Finally, ascribing to a nationalist ideology was inversely related to peer-peer interactions. The findings indicate that cultural beliefs and values do influence the socialization experience. Moreover, the results reveal a potential rationale for the possible differences in socialization among Black Ph.D. students. Specifically, differences in racial identity attitudes and beliefs influence the behavior of students and thus their socialization experience. Overall, the findings suggest that faculty and students in Ph.D. programs at PWI institutions might develop socialization practices that take into consideration cultural differences. Specific recommendations include: forming a mentoring/advising partnership with student to determine the most relevant plan for socialization into the student’s desired roles and using pedagogies and practices such as collaborative learning and wise schooling that are culturally relevant and supportive.

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Dissertations / Theses on the topic 'Student-faculty interaction'

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