Abstract

Based on responses from 55,915 seniors at 224 public colleges and universities, this study shows part-time students interact with faculty less and report smaller educational gains than their full-time peers. Further, the proportion of part-time seniors negatively affects the amount of interaction between full-time seniors and faculty.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 290-314
Launched on MUSE
2009-06-03
Open Access
No
Archive Status
Archived
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