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There is a widening trend in developing smaller,
more personal living-learning environments within
large research universities. Additionally, there is
significant evidence supporting the developmental
contributions for undergraduate college students
living on-campus and interacting with their faculty
outside of the traditional classroom. This study
examines the development of college students as an
outcome of out-of-class interaction with their
faculty within the designed residential college
environment. I analyzed the experiential reflections
of fourteen undergraduate students through their own
voices. This analysis allowed me to create a
typology for college student-faculty interaction
with four variables influencing two qualitatively
defined levels of interaction -- rudimentary and
heightened. Students shared a wide variety of
experiences with their faculty outside the formal
classroom. Students all generally wanted meaningful
interactions with their faculty members, and the
specific outcomes shared in their interviews were
all directly attributed to their interactions with
their faculty outside of the traditional classroom.
more personal living-learning environments within
large research universities. Additionally, there is
significant evidence supporting the developmental
contributions for undergraduate college students
living on-campus and interacting with their faculty
outside of the traditional classroom. This study
examines the development of college students as an
outcome of out-of-class interaction with their
faculty within the designed residential college
environment. I analyzed the experiential reflections
of fourteen undergraduate students through their own
voices. This analysis allowed me to create a
typology for college student-faculty interaction
with four variables influencing two qualitatively
defined levels of interaction -- rudimentary and
heightened. Students shared a wide variety of
experiences with their faculty outside the formal
classroom. Students all generally wanted meaningful
interactions with their faculty members, and the
specific outcomes shared in their interviews were
all directly attributed to their interactions with
their faculty outside of the traditional classroom.