Abstract

Higher education institutions are facing greater external pressures for accountability and student learning outcomes. To better understand the factors that influence student success in college, we examined NSSE data from 288 first-year Millennial college students from a comprehensive public university located in the Midwest to determine whether or not the amount of student-faculty interactions were predictors of student retention and satisfaction. The surprising results reveal implications of ways in which student-faculty interactions should evolve.

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Additional Information

ISSN
2381-2338
Print ISSN
0888-210X
Pages
pp. 85-99
Launched on MUSE
2017-11-07
Open Access
No
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