Student-Faculty Interaction

In general, the more interaction students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Personal interaction with faculty members strengthens students’ connections to the college and helps them focus on their academic progress. Working with an instructor on a project or serving with faculty members on a college committee lets students see first-hand how experts identify and solve practical problems. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning. The six items used in this benchmark are:

During the current school year, how often have you:

• Used e-mail to communicate with an instructor
• Discussed grades or assignments with an instructor
• Talked about career plans with an instructor or advisor
• Discussed ideas from your readings or classes with instructors outside of class
• Received prompt feedback (written or oral) from instructors on your performance
• Worked with instructors on activities other than coursework

Key Findings: Student-Faculty Interaction

• Almost a third of students (29%) say they have never used e-mail to communicate with an instructor. More than one-third (35%), however, have used e-mail for that purpose either often or very often.
• 43% report that they have discussed grades or assignments with an instructor either often or very often, leaving over half who have done so occasionally or never.
• While 22% of students have often or very often talked with an advisor or instructor about career plans, 34% say they have never done so.
• Only 15% of students report having often or very often discussed ideas from their readings or classes with instructors outside of class, and 49% have never engaged with faculty in that way.
• Only 8% of students say that they have often or very often worked with instructors on activities outside of class.
• 56% state that they often or very often received prompt feedback from instructors on their performance, a practice known to be an important factor in student learning and retention. And community college students generally give faculty members quite positive ratings regarding their availability and helpfulness.

For examples of intentional strategies that colleges are using to promote student-faculty interaction , see CCSSE's 2004 National Report, Engagement by Design.

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