MARC details
| 000 -LEADER |
|---|
| fixed length control field |
01638nam a22002537a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20241126123355.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
241126b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
|---|
| International Standard Serial Number |
1052-4800 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
MSU |
| Language of cataloging |
English |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LB1778 JOU |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Kim, Young K. |
| Relator term |
author |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Does academic discipline moderate the relationship between student-faculty interaction and college outcomes? |
| Statement of responsibility, etc. |
created by Young K. Kim, Cameron L. Armstrong and Sarah R. Edwards |
| 264 1# - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Canada: |
| Name of producer, publisher, distributor, manufacturer |
Miami University, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2015. |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Journal on excellence in college teaching |
| Volume/sequential designation |
Volume 26, number 1 , |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
This study examined whether and how the effects of student-faculty interaction on a range of student outcomes--such as college GPA, critical thinking and communication skills, academic satisfaction, and cultural appreciation and social awareness--vary by students' academic disciplines. The study utilized data on 37,977 undergraduate students who participated in the 2010 University of California Undergraduate Experience Survey (UCUES). The findings reveal differences in the preferred types of student-faculty interaction across academic disciplines, and differences in the effects of student-faculty interaction (conditional effects) that depended on students' academic disciplines. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Teacher student relationship |
| Form subdivision |
Grade point average |
| General subdivision |
Critical thinking |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Armstrong, Cameron L. |
| Relator term |
co-author |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Edwards, Sarah R. |
| Relator term |
co-author |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |