Authors

1. "The Effects ofUndergraduate Nursing Student-Faculty Interaction Outsidethe Classroom on College Grade Point-Average" Presented by Mohammad YN Saleh RN, PhD University of Jordan

2. Authors Dr. Mahmoud AL-hussami Dr. Mohammed NY Salah Dr.Feryal A Hayajneh Mrs. Raghad Adabdikader

3. Background and Significance of the study • The encouraging of frequent student and faculty contact has generally been considered one of the seven good practices of undergraduate education (Chickering & Gamson, 1991). • Although student-faculty interaction is only one of the components of a plan to improve degree completion, confronting the challenge of the relations of students with their faculty members outside the classroom may assist institutions of higher education in meeting their challenges.

4. The purpose of the study • To investigate the effect of nursing student-faculty interaction outside the classroom on students’ semester college grade point average (SCGPA) at a public university in Jordan.

5. Basic Assumption • Is there a difference in the SCGPA of the juniors and seniors who had high student-faculty interaction outside the classroom as measured by the Student-Faculty Interaction Index (Gonyea et al., 2003) of the fourth edition of the CSEQ (Pace & Kuh, 1998) than those who had low student-faculty interaction?

6. Design • Causal comparative study of the effect of student-faculty interaction outside the classroom on the SCGPA of participating juniors and seniors was used

7. Setting and population • The participants were nursing students at a public university in Jordan. • All the students who participate in the study were nursing students and 18 years of age or older.

8. Sampling • The students participating in the study were not randomly selected since students at this university can register freely for the courses they wish to take. Consequently, the groups in this study were naturally occurring groups. The number of students in each course was varying. Courses did not run at this institution if less than 25 students are registered. Total enrollment in courses is capped by the Registrar’s Office at a maximum number of 50 students. The total number of sample was 275 from seven course sections

9. Data Collection Measures • The interaction was measured by the Student-Faculty Interaction Index of the fourth edition of the CSEQ (Pace & Kuh, 1998)

10. Results

12. Discussion • In general, the results of this study are consistent with previous work that highlights the importance of student-faculty interaction with respect to achievement (Kuh & Hus, 2001; Sax, Brayant, & Harper, 2005). • This study also provides evidence that student-faculty interactions are significantly associated with student’s academic achievements. The study examined the effects of student-faculty interaction on college grade point-average in a large research university system, based on various student characteristics including gender, race, and socio-economic status.

13. Discussion • The study utilized data from the 2009 University of Jordan Undergraduate Experience Survey. While the results of this study do suggest some conditional effects across some outcomes, a pattern of conditional effect does not emerge from these data.

14. Discussion • Though, this study has placed emphasis on conditional effects, it also reveals numerous general effects of student-faculty interaction, for example, effects that generally do not vary by gender, or socio-economic status.

15. Discussion • Student-faculty interaction can take on many forms and many degrees of intensity. For instance, student may interact with faculty members in and out of the classroom, discuss course-related topics, and offer academic advice. Out of class conversations on substantive matter, and faculty-supervised internships or research opportunities provide excellent opportunities to interact with students. Discussions of course enhancement regularly include only changes to the course content, which is often the case when adapting a lecture-based course curriculum to a design of project based curriculum. The success of any new course is frequently measured, therefore, by the impact of the changes in the course content on students´ grades.

16. Discussion • By integrating design projects and collaborative learning opportunities in the classroom, faculties are far more likely than their lecturing peers to really engage with students and their learning. Furthermore, greater student-faculty interaction, in addition to its contribution to student retention and academic success, also promotes students´ self-reported games in nursing design and professional skillsBe demonstrated

17. Limitations • Notably, the study relies only on student-faculty interaction out side classroom, future drafts of this study may include a broader set of student-faculty interaction measures, including communication with a faculty member by e-mail or in person, talking with an instructor inside the class about issues and concepts derived from a course, and working with a faculty member on an activity other than course work. • Moreover, future research should examine not only out of-class interactions, but also student-faculty in-class interactions, as well.

18. Recommendations • Future research should gather specific data about the background of professors in comparison with that of students. This will allow better interpretation of the data. Additional correlated of student-professor interactions, such as satisfaction with school and retention, should also be researched.

19. Recommendations • Furthermore, these unused measures have greater variability than some of the faculty interaction measure included in the present study. • Future research should collect data from different types of institutions in order to determine whether the quality of student-faculty interactions of the institution.