Faculty-student interaction is an important component of the undergraduate experience. Our year-long qualitative study explored the complex nature of faculty-student interaction outside the classroom. Our resulting typology identifies five types of interaction: disengagement, incidental contact, functional interaction, personal interaction, and mentoring. This typology provides researchers with a new lens through which they can examine faculty-student interaction and suggests that even non-academic interactions between students and professors can be meaningful to students. Finally, the typology will allow faculty, staff, and administrators to improve current practices and develop initiatives that build bridges between faculty and students outside the classroom.

within six academic years. Whereas 45 percent of the White students successfully transferred, only 31 percent of the underrepresented minorities did so. Among the White students, a high school grade-point average above 3.5, not delaying enrollment into college, being classified as a dependent student, and academic integration increased the odds of transfer, while attending a community college with higher percentages of minority students and students receiving financial aid decreased the probability of transfer. Among the underrepresented minority students, being a continuing-generation student, taking rigorous math courses in high school, and not enrolling in certificate or vocational courses increased the probability of transfer. These differences suggest the importance of disaggregating the data for different racial/ethnic groups when analyzing the likelihood of transfer. (84 ref)-Educational Leadership and Policy Studies,

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In an effort to identify policies that foster an institutional ''culture of teaching,'' or encourage use of effective pedagogies, this study uses data from 5,612 faculty members at 45 institutions to examine connections between institutional policies and faculty members' perceptions and practices related to teaching and learning. A series of multilevel models suggests that academic policy variables have small and generally insignificant relationships to such faculty perceptions or practices. Instead, conventional institutional characteristics, such as selectivity and Carnegie classification, appear to be more influential factors.

Decades of research demonstrate that college students benefit from positive interaction with faculty members, although that same evidence suggests that those interactions are far from common, particularly outside the classroom. Moreover, relatively little is known about which, when, how, and why faculty members choose to engage with students outside of the classroom. Guided by the theory that faculty members use in-class behaviors to signal their ''psychosocial approachability'' for out-of-class interaction with students (Wilson et al. in Sociology of Education 47(1): [74][75][76][77][78][79][80][81][82][83][84][85][86][87][88][89][90][91][92] 1974; College professors and their impact on students, 1975), this study uses data from 2,845 faculty members on 45 campuses to identify the personal, institutional, and pedagogical factors that influence the frequency and type of interaction faculty members have with students outside of the classroom.