| 000 | 01638nam a22002537a 4500 | ||
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| 003 | ZW-GwMSU | ||
| 005 | 20241126123355.0 | ||
| 008 | 241126b |||||||| |||| 00| 0 eng d | ||
| 022 | _a1052-4800 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aLB1778 JOU |
| 100 | 1 |
_aKim, Young K. _eauthor |
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| 245 | 1 | 0 |
_aDoes academic discipline moderate the relationship between student-faculty interaction and college outcomes? _ccreated by Young K. Kim, Cameron L. Armstrong and Sarah R. Edwards |
| 264 | 1 |
_aCanada: _bMiami University, _c2015. |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aJournal on excellence in college teaching _vVolume 26, number 1 , |
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| 520 | 3 | _aThis 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 |
_aTeacher student relationship _vGrade point average _xCritical thinking |
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| 700 | 1 |
_aArmstrong, Cameron L. _eco-author |
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| 700 | 1 |
_aEdwards, Sarah R. _eco-author |
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| 942 |
_2lcc _cJA |
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| 999 |
_c168398 _d168398 |
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