Student-faculty Interaction And The Effect On Student Learning Outcomes In A Research University

Using the data of the Survey of Student Experience in Research Universities(SERU)in H university,this research examines whether the level of student-faculty interaction vary by student characteristics;the effects of student-faculty interaction on a range of student outcomes,ie cognitive skills development,operational and social skills development,satisfaction with college experience and sense of belonging;and whether the effects of student-faculty interaction on those student outcomes vary by student characteristics.The findings reveal differences in the level of student-faculty interaction across student gender,social class,parents' education level,grade,and major.Male students demonstrated more frequent interaction with faculty than females;Students from upper-class families were more likely than students from lower-or middle-class families to interaction with faculty;Students whose parents attended college were more likely than students whose parents have not attended College or one of them has attended College to interact with faculty during lecture class sessions;The level of student interaction among senior students was significantly higher than that of lower grades;The frequency of faculty contact also significantly varied on most types of student-faculty interaction across student major subgroup,Students of art majors and history majors had a higher level of student-faculty interaction,and students of engineering majors demonstrated the highest frequency of assisting faculty with research.Controlling for a broad range of student input characteristics and other college experiences variables in regression analyses,there are no statistical effects of the course-related student-faculty interaction on all student outcomes;the non-course student-faculty interaction significantly and positively affects students' gains in cognitive skills and satisfaction;assisting faculty with research had a significant and positive impact on all student outcomes.The relationship between student-faculty interaction and student educational outcomes varies by student characteristics.The positive effects of non-course student-faculty interaction on student outcomes were stronger for female students,lower-and higer-class students and students whose parents attended college,and there is little difference in the effects between the other groups;the effects of assisting faculty with research on outcomes were significantly stronger for upper-class students and students whose parents attended college than their peers.The findings suggest that,We should pay attention to the interaction between specific student groups and faculty,and improve the overall frequency of student-faculty interaction,including the establishment of institutional measures to provide protection for student-faculty interactions,provide interpersonal support for females,students from lower-class families or students whose parents have not attended College,and enhance their communication motivation and skills.Secondly,to promote the combination of student interaction and High-Impact Educational Practices,to improve the quality of informal student-faculty interaction,opportunities for osculate the student-faculty interaction should be provided through diverse campus activities,colleges should provide undergraduates with more research experiences and enhance the motivation and ability of interaction for vulnerable groups.Finally,create a good classroom interaction situation and improve the quality of formal student-faculty interaction,including establishing a correct concept of teachers and students to enhance the initiative of student interaction,creating a good interactive situation to improve the classroom interaction environment and improve students1 self-learning ability.Finally,create a good classroom interaction situation to improve the quality of classroom interaction,including establishing the correct concept of teachers and students to enhance the initiative of student interaction,teachers to increase emotional input in classroom interaction,students to improve their ability to learn independently.