Institutions are constantly seeking ways to facilitate and improve student-faculty interaction, especially in the first year of college, a time when students are facing a transition to a new academic environment. One approach institutions take to facilitate student-faculty interaction is to implement policies that create ideal environments for student-faculty interaction to occur. In order to fully understand the effects (and non-effects) of these policies, we must first understand the ideal conditions that enable student-faculty interaction, and the barriers that can prevent student-faculty interaction. Supporting the creation of such environments through policy can be difficult for institutions because student-faculty interaction manifests in multiple ways. Student-faculty interaction looks very different from student to student, and it varies on three major components across situations: quality, quantity, and content. This study examines the effects of institutional policy that aim to create optimal conditions for student-faculty interaction in the first year of college. While the literature reinforces the idea that student-faculty interaction supports student success and engagement, the data shows weak and inconsistent correlations between student engagement scores and levels of policy adoption. Enacting institutional policy is a top-down approach to creating student-faculty interaction, but can still have direct and indirect effects on student engagement. / A Thesis submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Master of Science. / Spring Semester, 2014. / April 9, 2014. / Engagement, Faculty, Institutional Policy, Interaction, Student / Includes bibliographical references. / Bradley E. Cox, Professor Directing Thesis; Lara Perez-Felkner, Committee Member; Tamara Bertrand Jones, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_185309 |
| Contributors | Roberts, Kari L. (authoraut), Cox, Bradley E. (professor directing thesis), Perez-Felkner, Lara (committee member), Jones, Tamara Bertrand (committee member), Department of Educational Leadership and Policy Studies (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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