This study examined the effects of student-faculty interaction on student satisfaction and on a range of self-reported learning and personal development gains associated with attending college of 5,409 full-time undergraduates from 126 four-year colleges and universities. Findings show that the frequency of student-faculty interaction increased from first year through the senior year. Although its net effects were trivial, such interactions had substantial positive effects on studentsÕ efforts in other educationally purposeful activities, which had non-trivial effects on their estimated gains and satisfaction.

Using responses to The College Student Experience Questionnaire (CSEQ) from 53,756 undergraduates at 124 American four-year colleges and universities, this study examines the effects of interactional diversity experiences on a range of desirable outcomes for White students and students of color in different types of higher education institutions. Though White students had less contact with students from different backgrounds, such experiences positively affected the self-reported gains for both Whites and students of color at all types of colleges. These effects differed in magnitude, however, for White students and students of color, depending on the respective outcome measure and institutional type.

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