Abstract
This paper presents a model for assessing the impact of interaction with faculty on student outcomes. Based on analyses of 1,500 freshman responses to Your First College Year survey, the study identified significant relationships between interaction with faculty and perceived growth in knowledge (r = .29, p ≤ .001); academic adjustment (r = .23, p ≤ .001); and satisfaction with courses (r = .37, p ≤ .001). Regression analysis revealed that, after controlling for relevant factors, interaction with faculty (b = .11) significantly predicted academic performance and satisfaction with faculty contact (b = .09) significantly predicted overall satisfaction.
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