A Developmental Typology of Faculty-Student Interaction outside the Classroom

Autor/in	Cox, Bradley E.
Titel	A Developmental Typology of Faculty-Student Interaction outside the Classroom
Quelle	In: New Directions for Institutional Research, (2011), S.49-66 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0579
DOI	10.1002/ir.416
Schlagwörter	Interaction; Classification; Teacher Student Relationship; Faculty; Mentors; Undergraduate Students; College Faculty; Proximity; Student Attitudes + Suchen Sie Ihr Suchwort? Interaktion; Classification system; Klassifikation; Klassifikationssystem; Teacher student relationships; Lehrer-Schüler-Beziehung; Academic Staff; Lehrkörper; Fakultät; Lebensnähe; Schülerverhalten
Abstract	Decades of studies on the educational value of faculty-student interaction have led to two straightforward conclusions: (1) interactions between faculty members and students have positive effects on student outcomes; and (2) such interactions do not occur as regularly as educators might hope. This article presents a typology of faculty-student interaction outside the classroom. As both a descriptive framework and a developmental model, the typology can be used independently or to augment traditional survey research. The article concludes with five lessons learned about faculty-student interaction outside the classroom. (Contains 1 figure.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10