Darnell Cole

Advancing the Study of Student-Faculty Interaction: A Focus on Diverse Students and Faculty

This chapter offers a comprehensive overview of the scholarship on student-faculty interaction, highlighting the experiences of diverse students within these relationships and how the frequency, quality, and outcomes of student-faculty interactions vary based on the social identities of those interacting. The review is organized into four sections. The first section focuses on the ways in which student-faculty interaction has been studied and defined in previous scholarship, noting ways these relationships are distinctive for people of color. Second, we review theoretical perspectives useful in understanding the motivation and outcomes of student-faculty relationships. The third section reviews literature documenting the experiences and outcomes of undergraduate students, graduate students, and faculty. The final section identifies areas for future study, highlighting the implications of extant work in the field.

A Multi-Level Examination of the Relationship between Student-Centered Faculty Teaching Culture and Spiritual Development in College.

Abstract The purpose of this study is to examine the extent to which faculty culture pertaining to student-centered pedagogy, student–faculty interactions, and faculty goals of enhancing spirituality is associated with spirituality in college students. While individual interactions with faculty have been the focus of spirituality research in recent years, few have examined how exposure to institutional culture fostered by the faculty plays a role in students’ spiritual growth and development. We utilize hierarchical linear modeling to examine the role of faculty culture in spiritual development to fill this gap.