Does academic discipline moderate the relationship between student-faculty interaction and college outcomes? created by Young K. Kim, Cameron L. Armstrong and Sarah R. Edwards

By:

Kim, Young K [author]

Contributor(s):

Material type: Text

TextSeries: Journal on excellence in college teaching ; Volume 26, number 1 ,Canada: Miami University, 2015Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

1052-4800

Subject(s):

Teacher student relationship -- Grade point average -- Critical thinking

LOC classification:

LB1778 JOU

Abstract: 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.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1778 JOU (Browse shelf(Opens below))	Vol. 26, no.1 (pages53-80)	Not for loan	For in house use only

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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.

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