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Monthly Archives: April 2014

Student-Faculty Interaction: What the Research Tells Us

Decades of research indicates that close interaction between faculty and students is one of the most important factors in student learning, development, engagement, and satisfaction in college (Astin, 1993; Kuh, Kinzie, Schuh, and Whitt, 2005). Indeed, frequent and meaningful student-faculty contact is a central characteristic of all high-impact educational practices (Kuh, 2008).

Emerging scholarship highlights the power of approaching this interaction as a form of partnership. Such an orientation often is unusual in higher education because of the real (and important) distance between the roles of faculty and of students. However, partnership does not require participants to be the same; instead, it is a reciprocal relationship where partners each make significant contributions toward a common aim. Continue Reading

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Students Can Transfer Knowledge – Additional Resources

This week’s Chronicle of Higher Education includes Dan Berrett’s story, “Students Can Transfer Knowledge if Taught How” (subscription required), which features research from participants in the Center’s 2011-2013 Elon Research Seminar on Critical Transitions: Writing and the Question of Transfer. To learn more about writing transfer research, see the Elon Statement on Writing Transfer and our showcase of the participants’ presentations and publications. … Continue Reading

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