APPLYING RETENTION THEORIES TO STUDENT-FACULTY INTERACTIONS

Abstract

This article focuses on the relationship between student and faculty interactions in post-secondary education using Astin’s (1977, 1985) involvement theory and Tinto’s (1975) student integration models, in relation to their contributions to college retention. The common points in the literature suggest that student involvement and student integration with faculty is essential. This review reveals student-faculty interaction determinants and student and faculty interaction issues, which include diverse and underrepresented students. The discussion positions a retention philosophy, and includes Meseus’s (2014) culturally engaging campus environment (CECE) model, as a viable outlet for student-faculty interaction discourse. The implications suggest that meaningful faculty and student involvement is an important aspect of the college integration process that leads to student persistence.