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ERIC Number: EJ1065022
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-8756-7555
"That Truly Meant a Lot to Me": A Qualitative Examination of Meaningful Faculty-Student Interactions
Grantham, Ashley; Robinson, Emily Erin; Chapman, Diane
College Teaching, v63 n3 p125-132 2015
The majority of research on faculty-student interaction has been primarily quantitative to date and has focused primarily on determining what kinds of interactions students have with faculty. This study furthers the literature on faculty-student interaction, taking a qualitative approach to examine what types of interactions with faculty students find meaningful. Our findings indicate that students appreciate the types of interactions that research shows benefits them the most, suggesting that there is less of a disconnect between the types of faculty behaviors that benefit students and the types of faculty behaviors that students appreciate than many might assume.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Identifiers - Assessments and Surveys: National Survey of Student Engagement