ERIC Number: ED261569
Record Type: RIE
Publication Date: 1985-Mar-19
Reference Count: 0
Student-Faculty Interaction: Design or Default?
Berry, Elvera B.
Studies on the effects of student-faculty interaction and connections between student-faculty interaction and institutional characteristics, college administration, and academic instruction are reviewed. Attention is directed to research investigating the correlations between student-faculty interaction and student development, student satisfaction, and student persistence. Studies have explored student-faculty interactions in the classroom and informal interactions outside the classroom. Additional research has assessed conditions that facilitate student-faculty interaction, including: institutional characteristics, the organizational model that dominates a college, the nature of institutional leadership, institutional mission, disciplinary perspectives, teaching effectiveness, and incentive programs. It is concluded that significant relationships between students and faculty have their origin in the classroom, with academic concerns. However, the extent to which faculty may be able to influence student intellectual and personal development is linked to whether college programs, policies, and practices support diverse faculty roles. Faculty may assume such roles as mentors, leaders, negotiators, instructors, consultants, and supervisors. (SW)
Descriptors: Academic Persistence, Classroom Communication, College Administration, College Faculty, College Instruction, College Students, Higher Education, Institutional Characteristics, Student Attitudes, Student Development, Teacher Effectiveness, Teacher Role, Teacher Student Relationship, Teaching Conditions
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the National Conference on Higher Education of the American Association for Higher Education (Chicago, IL, March 19, 1985).