Does Academic Discipline Moderate the Relationship Between Student-Faculty Interaction and College Outcomes?
Abstract
This study examined whether and how the effects of student-faculty interaction on a range of student outcomes--such as college GPA, critical thinking and communication skills, academic satisfaction, and cultural appreciation and social awareness--vary by students' academic disciplines. The study utilized data on 37,977 undergraduate students who participated in the 2010 University of California Undergraduate Experience Survey (UCUES). The findings reveal differences in the preferred types of student-faculty interaction across academic disciplines, and differences in the effects of student-faculty interaction (conditional effects) that depended on students' academic disciplines.
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