“Student-faculty interaction has a stronger relationship to student satisfaction with the college experience than any other involvement, or indeed, any other student or institutional characteristic.” – Alexander Astin, UCLA HERI
“Students who have frequent contact with faculty members in and out of the class during their college years are more satisfied with their educational experiences, are less likely to drop out, and perceive themselves to have learned more than students who have less faculty contact.”
K. Patricia Cross, About Campus, 1998
“There is no decent, adequate, respectable education, in the proper sense of that much-abused word, without personal involvement by a teacher with the needs and concerns, academic and personal of his/her students. All the rest is ‘instruction’ or information transfer’, but it is not teaching and the student is not truly learning.” – Page Smith, Killing the Spirit, 1990
This category contains elements directly related to the affective domain of student growth brought about by faculty/student interaction. Psych, ego, individual worth are all intricately bound within this framework.
This section focuses literally on the day-to-day operations of your classes. The items as a group emphasize planning, orderliness, and general good sense.
This Category is based on premise that peer influence can play a substantial role in student success. Age differences, personality differences, and skill differences can be utilized to produce positive results if you can get the students to work with one another.
This section presents the greatest challenge to the ability and creativity of each faculty member. You must take the initiative to implement these suggestions, to test them, and to device them.
“Relatively simple changes in teaching methods can produce significant gains in learning for college students.” – Harvard Assessment Seminar, 1990