Faculty-Student Interaction Outside the Classroom: A Typology from a Residential College

By Bradley E. Cox, Elizabeth Orehovec. 2007

186 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ff099caf253f2c71dac53f333154b61d8be6a515

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Young K. Kim
2. R. Reason
3. Linda J. Sax
4. E. Hoffman
5. G. Crisp
6. Gita Bangera
7. E. Anderson
8. Sara Brownell

In Social Psychology

1. Young K. Kim
2. Linda J. Sax
3. E. Hoffman
4. G. Crisp
5. E. Anderson
6. Sara Brownell
7. Brenda R. Lutovsky Quaye
8. P. Terenzini

Citations in the corpus

• Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive (2014, background): “However, the reward structure for principal investigators often does not mirror these larger institutional goals (Boyer, 1990; Wilson, 2010; Brownell and Tanner, 2012).”
• The Impact of Mentoring on the Success of Community College Students (2010, background): “As such, although the literature on student persistence is extensive (e.g., Arbona & Nora, 2007; Braxton, 2000; Cabrera, Nora, & Castaneda, 1993; Cox & Orehovec, 2007; Locks, Hurtado, Bowman, & Oseguera, 2008; Nora & Cabrera, 1996; Ostrove & Long, 2007; Rhee, 2008), researchers continue to call for…”
• Role of Student–Faculty Interactions in Developing College Students’ Academic Self-Concept, Motivation, and Achievement (2010, background): “Cox and Orehovec (2007) identified four major types of student–faculty interactions with the most important, “functional interaction,” referring to academic-related interactions outside the classroom.”
• Faculty and Student Relationships: Context Matters (2014, background): “Functional interactions related to course content or discipline specific material were cited as being most important (Cox and Orehovec 2007; Ei and Bowen 2002).”
• Pedagogical Signals of Faculty Approachability: Factors Shaping Faculty–Student Interaction Outside the Classroom (2010, methodology): “Recent evidence indicates that little has changed in the past 50 years and that such interactions remain relatively infrequent (Chang, 2005; Cotten & Wilson, 2006; Cox & Orehovec, 2007).”
• The Impact of Faculty and Staff on High-Risk College Student Persistence (2011, background): “Most research on student interactions with faculty has been conducted using large-scale student surveys focused on the frequency, quality, timing, and academic nature of those interactions (Astin, 1993; Cox & Orehovec, 2007; Kuh & Hu; Pascarella & Terenzini, 1991, 2005).”
• The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “This study adds to the imperative to develop and use student–faculty interaction measures that can address multiple dimensions of such interaction (Cox & Orehovec 2007), and it urges the need for researchers to illuminate the nuance of different types of faculty interaction and its implications on…”