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ERIC Number: EJ903056
Record Type: Journal
Publication Date: 2010-Dec
Pages: 22
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0361-0365
Pedagogical Signals of Faculty Approachability: Factors Shaping Faculty-Student Interaction outside the Classroom
Cox, Bradley E.; McIntosh, Kadian L.; Terenzini, Patrick T.; Reason, Robert D.; Lutovsky Quaye, Brenda R.
Research in Higher Education, v51 n8 p767-788 Dec 2010
Decades of research demonstrate that college students benefit from positive interaction with faculty members, although that same evidence suggests that those interactions are far from common, particularly outside the classroom. Moreover, relatively little is known about which, when, how, and why faculty members choose to engage with students outside of the classroom. Guided by the theory that faculty members use in-class behaviors to signal their "psychosocial approachability" for out-of-class interaction with students (Wilson et al. in Sociology of Education 47(1):74-92, 1974; College professors and their impact on students, 1975), this study uses data from 2,845 faculty members on 45 campuses to identify the personal, institutional, and pedagogical factors that influence the frequency and type of interaction faculty members have with students outside of the classroom. (Contains 1 footnote, 8 tables, and 1 figure.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A