The effect of student-faculty interaction on students' educational outcomes
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This study examined the effects of four aspects of student-faculty interaction (frequency of formal interaction, frequency of informal interaction, quality of faculty advising, and helpfulness of faculty) on a variety of student outcomes after four years. These effects were examined within a context of a causal model adapted from Astin's general college impact model. Outcomes data were gathered from a 1975 Freshman Questionnaire and a 1979 Graduating Students Survey. The results provided support for the importance of student-faculty interaction on the intellectual and personal/social outcomes of college and students' satisfaction with their educational experience.
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