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Journal articles on the topic 'Student-faculty interaction'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

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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8

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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10

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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11

Miller, Angie L., and Amber D. Dumford. "Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors." Journal for the Education of the Gifted 41, no. 3 (June 29, 2018): 217–41. http://dx.doi.org/10.1177/0162353218781753.

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

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12

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

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13

Mara, Miriam, and Andrew Mara. "Finding an Analytic Frame for Faculty-Student Interaction within Faculty-in-Residence Programs." Innovative Higher Education 36, no. 2 (September 28, 2010): 71–82. http://dx.doi.org/10.1007/s10755-010-9162-8.

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Cox, Bradley E., Kadian L. McIntosh, Patrick T. Terenzini, Robert D. Reason, and Brenda R. Lutovsky Quaye. "Pedagogical Signals of Faculty Approachability: Factors Shaping Faculty–Student Interaction Outside the Classroom." Research in Higher Education 51, no. 8 (August 3, 2010): 767–88. http://dx.doi.org/10.1007/s11162-010-9178-z.

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15

Park, Julie J., Young K. Kim, Cinthya Salazar, and Shannon Hayes. "Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention." Research in Higher Education 61, no. 3 (June 10, 2019): 330–56. http://dx.doi.org/10.1007/s11162-019-09564-w.

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Zilvinskis, John, and Amber D. Dumford. "The Relationship Between Transfer Student Status, Student Engagement, and High-Impact Practice Participation." Community College Review 46, no. 4 (June 20, 2018): 368–87. http://dx.doi.org/10.1177/0091552118781495.

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

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Hart-Baldridge, Elizabeth. "Faculty Advisor Perspectives of Academic Advising." NACADA Journal 40, no. 1 (June 8, 2020): 10–22. http://dx.doi.org/10.12930/nacada-18-25.

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

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Herrera, Felisha A., Judith W. Hernández Chapar, and Gabriela Kovats Sánchez. "Connecting through Engagement: Latinx Student-Faculty Interaction in Community College." Association of Mexican American Educators Journal 11, no. 2 (December 20, 2017): 65. http://dx.doi.org/10.24974/amae.11.2.350.

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

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Simmons, Tera D. "Mentoring and Faculty-Student Interaction in an Online Doctoral Program." International Education Research 1, no. 4 (December 28, 2013): 1–15. http://dx.doi.org/10.12735/ier.v1i4p01.

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20

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

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21

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

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Salehian, Maryam, Abbas Heydari, Nahid Aghebati, and Hossein Karimi Moonaghi. "Faculty-Student Caring Interaction in Nursing Education: An Integrative Review." Journal of Caring Sciences 6, no. 3 (September 1, 2017): 257–67. http://dx.doi.org/10.15171/jcs.2017.025.

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23

Kuh, George D., John H. Schuh, and Robert O. Thomas. "Suggestions for Encouraging Faculty-Student Interaction in a Residence Hall." NASPA Journal 22, no. 3 (January 1, 1985): 29–37. http://dx.doi.org/10.1080/00220973.1985.11071924.

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24

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

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

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25

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

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

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

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

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Daghigh, Ahmad, Vahid Daghigh, Mohsen Niazi, and David T. Morse. "Undergraduate Students’ Perceptions of Professors Concerning Academic Rules and Relations: Does Sex Matter?" Journal of Education 201, no. 1 (February 5, 2020): 28–33. http://dx.doi.org/10.1177/0022057420903261.

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

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

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

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Lee, Giljae, and Jungmi Lee. "A Study on the Factors Affecting Student-Faculty Interaction at Colleges." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 22 (November 4, 2017): 829–49. http://dx.doi.org/10.22251/jlcci.2017.17.22.829.

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30

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

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31

Lee, Jae-yeol. "Exploring Profile Patterns of College Students’ Perception about Faculty-Student Interaction." Asian Journal of Education 20, no. 1 (March 31, 2019): 251–70. http://dx.doi.org/10.15753/aje.2019.03.20.1.251.

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32

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

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33

Park, Ji Hoe, and Jang Wan Ko. "An Analysis of Longitudinal Structural Relationship of Student-Faculty Interaction, Student Engagement and Learning Outcomes." Korea Association of Yeolin Education 27, no. 2 (May 30, 2019): 259–84. http://dx.doi.org/10.18230/tjye.2019.27.2.259.

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Oo, Thunt Htut, and Mie Jung Kim. "An Empirical Study on Performance Expectancy and Student Satisfaction towards Online Learning: Focusing on Faculty-Student Interaction, Faculty Performance and Course Evaluation." E-Business Studies 21, no. 6 (December 31, 2020): 67–83. http://dx.doi.org/10.20462/tebs.2020.10.21.6.67.

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35

de Borba, Gustavo Severo, Isa Mara Alves, and Paula Dal Bó Campagnolo. "How Learning Spaces Can Collaborate with Student Engagement and Enhance Student-Faculty Interaction in Higher Education." Innovative Higher Education 45, no. 1 (September 12, 2019): 51–63. http://dx.doi.org/10.1007/s10755-019-09483-9.

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36

Adelina, Siska. "FAKTOR PENYEBAB LAMANYA MAHASISWA MENYELESAIKAN SKRIPSI DI FAKULTAS EKONOMI UNIVERSITAS NEGERI PADANG." Jurnal Ecogen 1, no. 4 (December 21, 2018): 184. http://dx.doi.org/10.24036/jmpe.v1i1.4738.

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This research aimed for: describing factor that cause of the durating of student completing the thesis in Economic Faculty on State University of Padang. The type of this research is descriptive cuantitative. Population of this researh is the student of Economic Faculty on State university of Padang generatin 2010-2013 where they are complete their thesis. Data collection’s technique with questionarie which use proportional random sampling technique. Sampel for this research is 81 student. Data analysis using descriptive analysis, and exploratory analysis factor.The result from this reseach identify cause the length of the student completing their thesis in Economic Faculty on State University of Padang, and analysis factors being caused is psycological factors, campus environtment factors, family factors, interaction with friend factors, and attention factors. The dominant factor of this research is psycological factors with variabels effective and efficient guidance, less discipline on guidance, more inquired, attention, guidance schedule, interested, motivation, and readiness. The dominant factor make student long to completing their thesis is quidance schedule. Keyword: Thesis Completion, Psycological Factors, Campus Environtment Factors, family factors, interaction with friend factors, and attention factors

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37

Cox, Bradley E., and Elizabeth Orehovec. "Faculty-Student Interaction Outside the Classroom: A Typology from a Residential College." Review of Higher Education 30, no. 4 (2007): 343–62. http://dx.doi.org/10.1353/rhe.2007.0033.

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38

Boone, Shawn C., Linda De Charon, Marcia (Marty) Hill, Amy Preiss, Debbie Ritter-Williams, and Elizabeth Young. "Doctoral student persistence and progression: a program assessment." Journal of Applied Research in Higher Education 12, no. 4 (April 22, 2020): 753–65. http://dx.doi.org/10.1108/jarhe-07-2019-0192.

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PurposeGlobally, traditional and online doctoral programs face difficulties with student persistence and progression. An online doctoral school implemented a first-year program sequence taught by a cadre of 20 specialized faculty members who engage in best practices to assist students in persisting and progressing toward program completion.Design/methodology/approachThis qualitative program assessment using content analysis examined the program effectiveness of one online doctoral program's first-year program sequence. Two research questions guided this program assessment, they were: RQ1. Based on online doctoral students' perspectives, what motivators contribute to online doctoral student persistence and progression in an online doctoral program? RQ2. How do online faculty contribute to online doctoral student persistence and progression? Data collection included myriad of program metrics: content area meetings (CAMs); closing the loop assessment data; faculty and student end of course survey data; and faculty and student semistructured interviews.FindingsThe resultant themes indicated that students are motivated by support from family, friends and religious beliefs; and students persist based on support from fellow doctoral students and faculty members. Additional themes revealed that faculty members motivate students through building faculty–student relationships, individual coaching, providing university resources and through clarification of program requirements; and faculty members perceive that face-to-face doctoral residencies greatly contribute to student persistence and progression through interpersonal interaction and through improved clarity.Originality/valueImplications of this program assessment have far-reaching impact on how doctoral granting institutions can structure small cadres of faculty to develop interpersonal relationships with doctoral students with focus on support and development.

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Muzzin, Linda. "Theorizing College Governance Across Epistemic Differences: Awareness Contexts of College Administrators and Faculty." Canadian Journal of Higher Education 46, no. 3 (December 19, 2016): 59–72. http://dx.doi.org/10.47678/cjhe.v46i3.188010.

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

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40

Virtue, Emily E. "Pedagogical Reflection." Journal of Effective Teaching in Higher Education 4, no. 1 (May 3, 2021): 128–42. http://dx.doi.org/10.36021/jethe.v4i1.213.

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Instructors in higher education are often asked to reflect on their pedagogical choices in formulaic, detached, rote ways such as end of the year faculty evaluations or in response to peer review of teaching. Yet, because of the parameters for these reflections, they often lack depth or much consideration. Particularly because higher education institutions, especially in the United States, are focused on assessment, outcomes, student performance, and retention, little time is focused on particular pedagogical choices or interaction with students. Numerous studies demonstrate that faculty-student interaction has a remarkable impact on student success. This paper, a Scholarly Personal Narrative (SPN), explores the value of sustained pedagogical reflection and how such reflection can benefit instructors and their students.

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41

Bae, Sanghoon, Minsoo Kang, and Jeein Hong. "A Case-Study of the Development of Student-Faculty Interaction and Campus Culture to Promote Interactions." Korea Association of Yeolin Education 24, no. 3 (August 16, 2016): 21–49. http://dx.doi.org/10.18230/tjye.2016.24.3.21.

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42

Lawrence, Betty Hurley. "Online Course Delivery: Issues of Faculty Development." Journal of Educational Technology Systems 25, no. 2 (December 1996): 127–31. http://dx.doi.org/10.2190/uvvl-3m7d-7bqd-ycq3.

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An exciting option for distance education programs is to incorporate the use of computer conferencing. Yet, the adoption of this format has implications for course delivery. Two essential factors need to be taken into consideration: the increased flexibility provided by the format and the opportunity for student-student interaction. Increased flexibility comes from the ability to introduce new material through the conference that complements the contents of the accompanying text and course guide. Opportunity for increased interaction brings the challenge to make this interaction effective and beneficial. As more faculty move to use online delivery, they need assistance so they can make the most of the advantages of this environment. The Center for Distance Learning of SUNY Empire State College has been offering online courses for a number of years and has recently been developing workshops and materials to facilitate faculty development in this area.

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Sullivan, Jr., William Danny. "A Case Study Exploring International Student Engagement at Three Small, Private Colleges." Journal of International Students 8, no. 2 (April 1, 2018): 977–1001. http://dx.doi.org/10.32674/jis.v8i2.123.

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Higher education institutions continue to face increased scrutiny to better monitor student persistence rates and develop better strategies to retain more students through the attainment of a degree. Retention studies on international students are limited and often focused on large public universities. The researcher interviewed students and the international student officers at three small, private four-year colleges in the Southeast United States. The international students were found to be formally and informally engaged in academic and social activities on campus, and engagement was promoted by formal campus sponsored activities, international staff members’ personal involvement, and through faculty and staff interaction. The students became aware of campus resources through college programming, faculty and staff interaction, and peer interaction with other students.

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Lihardja, Ninawati, and Monika Monika. "INTERAKSI SOSIAL PADA MAHASISWA PESERTA MABINMABA 2017." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 2, no. 2 (June 10, 2019): 575. http://dx.doi.org/10.24912/jmishumsen.v2i2.1692.

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There are many interactions among individuals in society. This research was attempted to describe the patterns of interaction among the “Mabinmaba” student. These patterns of interactions based on friendship, study, personal, and hobby of the students. The participant of this research consist of 120 students, they were separate in 4 groups. They were the student of the Faculty of Psychology. Purposive technique samling used in this research. The result of this research: there are qliques in these 4 groups. The networks based on pesonal issue had less in qlique liaison than the other networks.

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Weber, Jonathan, Maxwell Hincke, Beata Patasi, Alireza Jalali, and Nadine Wiper-Bergeron. "The Virtual Anatomy Lab: an eDemonstrator pedagogical agent can simulate student-faculty interaction and promote student engagement." Medical Education Development 2, no. 1 (July 31, 2012): 5. http://dx.doi.org/10.4081/med.2012.e5.

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Lundberg, Carol A., and Laurie A. Schreiner. "Quality and Frequency of Faculty-Student Interaction as Predictors of Learning: An Analysis by Student Race/Ethnicity." Journal of College Student Development 45, no. 5 (2004): 549–65. http://dx.doi.org/10.1353/csd.2004.0061.

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Laubenthal, Jennifer. "Assessment in the Private Studio Setting: Supporting Student Learning, Providing Effective Instruction, and Building Faculty-Student Interaction." Music Educators Journal 104, no. 3 (March 2018): 54–59. http://dx.doi.org/10.1177/0027432117745139.

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A significant amount of literature exists about how to design and implement an effective assessment process for students in a music program, specifically in the classroom setting. This article suggests a framework for incorporating individualized assessment in the private-lesson setting based on effective classroom assessment practices. Many in-service music teachers also teach privately. Applying their knowledge of classroom-based assessments and effective teaching strategies to the private-lesson setting can support student learning, provide effective instruction, and build faculty and student interaction. The private teacher plays a significant role in the education of music students. All music instructors—applied and classroom—should prioritize high-quality instruction, provide formative feedback to students, demonstrate teacher effectiveness to their employer (students, parents, or music educators), and use self-reflection to improve their instruction.

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Kim, Young K., and Linda J. Sax. "Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status." Research in Higher Education 50, no. 5 (February 25, 2009): 437–59. http://dx.doi.org/10.1007/s11162-009-9127-x.

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Arsh Arora and Kaveri Arora. "The neglected role of Student-Faculty Interaction in Quality of Indian Higher Education." Research Inspiration: An International Multidisciplinary e-Journal 6, no. II (March 30, 2021): 33–37. http://dx.doi.org/10.53724/inspiration/v6n2.06.

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There are various ways to enhance the quality of education in universities as it is an essential vitamin in the diet of students’ learning. The research paper focuses particularly on student- faculty interaction which is generally a neglected aspect. The authors adopted intensive secondary research to understand and analyze the role of student-faculty interaction in enhancing the quality of education. Besides, the authors also conducted primary research for economics students for analysis. The authors found that the research in this field is rarely taken up in India by academicians and thus, there are a lot of gaps to fill. There are no large-scale studies conducted to provide evidence regarding the impact of interaction on students and how it is affected by gender, social class, and ethnicity.

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Hubená, Kristýna, Vladimír Süss, and Irena Čechovská. "Diagnostics of Didactic Competencies of Students of Faculty of Physical Education and Sport." Acta Facultatis Educationis Physicae Universitatis Comenianae 59, no. 2 (November 1, 2019): 214–23. http://dx.doi.org/10.2478/afepuc-2019-0019.

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Summary Physical education has been the subject of research for a long time. Research focuses most often on the use of time to get pupils to move actively or on their physical load during a lesson. The evaluation of the didactic interaction of the teaching student - pupil(s) is also an essential area of research. The aim of the paper is to introduce the MADI method and its subsequent use in the evaluation of didactic outputs of teaching students in subjects focused on the didactics of swimming. The method Analysis of Didactic Interaction (ADI) has been modified to assess didactic interactions between the teaching (student) - pupil(s). Modified Analysis of Didactic Interaction (MADI) was created by reducing the number of monitored categories and focusing attention on the activity of the student. The achieved results showed that the most frequent form of behaviour among the students was observation followed by instruction. This influenced both the form of their manifestations, dominated by silence, and the overall manifestation, which was neutral and mostly without material significance. In terms of activities that have been the subject of didactic interaction, students have been taught these activities. The results obtained show that the chosen method seems to be effective for evaluation of didactic output of teaching students. A deeper analysis of student didactic outcomes can contribute to influencing the quality of student didactic competencies. At the same time, it can also serve as a feedback tool on their didactic activities for their faculty teachers.

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