The Effects of Student-Faculty Interaction In the 1990s

By George D. Kuh, Shouping Hu. 2001

847 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0978efdb1becf600319b27bef6835d147ebc4e17

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In Education

Citations in the corpus

Understanding How First-year Seminars Affect Persistence (2006, result): “Fourth, similar to much of the literature on student development and engagement (e.g., Hu and Kuh, 2002, 2003a; Kuh and Hu, 2001; Zhao and Kuh, 2004), our study lacks pre-college measures, standardized test 104 PORTER AND SWING”
Faculty-Student Interaction Outside the Classroom: A Typology from a Residential College (2007, methodology): “Several studies (Anaya & Cole, 2001; Grayson, 1999; Kuh & Hu, 2001) have used the College Student Experiences Questionnaire (CSEQ).”
The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “…and academic satisfaction (e.g., Astin 1977, 1993; Dika 2012; Endo & Harpel 1982; Kim 2010; Kim et al. 2009; Kim & Sax 2009, 2011; Kuh 1995; Kuh & Hu 2001; Lundberg & Schreiner 2004; Sax et al. 2005; Pascarella 1980, 1985; Pascarella & Terenzini 1976, 1991, 2005; Strauss & Terenzini 2007;…”
Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status (2009, background): “Indeed, Kuh and Hu (2001) reported that positive effects of faculty contact on students’ satisfaction and gains were mediated by other college experiences (e.g., hours spent on school work).”
Quality and Frequency of Faculty-Student Interaction as Predictors of Learning: An Analysis by Student Race/Ethnicity (2004, background): “Although faculty interaction, particularly when it is academic in nature, has a positive effect on student success for all students (Kuh & Hu, 2001), satisfaction with faculty relationships appears to vary by race, with White students reporting the greatest satisfaction (Schwitzer et al., 1999).”
Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty (2020, background): “International Journal of Educational Research 100 (2020) 101538”
College and character: Insights from the national survey of student engagement (2004, background): “…refer to recent activities; (4) the respondents think the questions merit a serious and thoughtful response; and (5) answering the questions does not threaten, embarrass, or violate the privacy of the respondent or encourage the respondent to respond in socially desirable ways (Kuh and Hu, 2001).”
The Differential Effects of Student-Faculty Interaction on College Outcomes for Women and Men (2005, result): “Kuh and Hu (2001) highlight the importance of institutional factors, such as selectivity and control, as well as individual characteristics, such as major, gender, race and class standing, when examining student-faculty interactions, and generally support previous findings that indicate the…”
A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, methodology): “…interaction can be partially explained by its contribution to other desirable institutional practices such as classroom engagement (Cole 2007; Kuh and Hu 2001; Pascarella and Terenzini 1991, 2005; Tinto 1993; Twale and Sanders 1999), there is also a direct relationship between interacting…”
First-Generation Undergraduate Students and the Impacts of the First Year of College: Additional Evidence (2012, background): “…a positive relationship exists between student– faculty interaction and student learning and cognitive development (Astin, 1993; Cruce et al., 2006; Kuh & Hu, 2001; Pascarella & Terenzini, 1991, 2005; Terenzini, Pascarella, & Blimling, 1996), first-generation students who had good teaching…”
How Effective Are They? Exploring the Impact of Contingent Faculty on Undergraduate Education (2006, background): “A long line of inquiry suggests that faculty play a central role in undergraduate education (Astin, 1993; Kuh & Hu, 2001; Pascarella & Terenzini, 1991).”
The Role of Supportive Relationships in Facilitating African American Males' Success in College (2008, methodology): “In summary, similar to previous researchers (Anaya & Cole, 2001; Kuh & Hu, 2001; Pascarella & Terenzini, 1978), I found that supportive relationships are positively associated with educational outcomes, namely satisfaction.”