The Journal of College & University Student Housing Vol. 47 No. 1 - 49

Relationships and Learning Beyond the Classroom

in order to develop a deep understanding of
the FIR culture there (Magolda, 1999). We
employed a case study design that sought to
understand the dynamics of faculty-student
interaction (the object of study) in a newly established FIR program (the subject of study).
Distinguishing the object and subject of study

that we added infrequent interaction to the frequency category.

METHODOLOGY
Our aim was to explore multiple perspectives
on faculty-student interaction at one campus

	 Table 1	
	 Typology of Faculty-Student Interaction
Context
Formal interaction

Interactions that take place in the context of formal programming organized
by FIRs, student staff, and student affairs professionals.

Informal interaction

Interactions that take place outside the context of formal programming.
Substance

Academic interaction

Interactions that include discussion of coursework or other academic/
intellectual subjects.

Social interaction

Interactions that include discussion of personal topics such as hobbies,
interests, family, and relationships.
Purpose

Incidental contact

Unplanned or happenstance interactions.

Functional interaction

Interactions that serve a formal institutional function such as academic
advising, tutoring, or collaboration on academic activities.
Frequency

Disengagement

Lack of interaction among FIRs and students.

Infrequent interaction

Punctuated interactions lacking the frequency necessary to build productive
relationships and shared experiences among FIRs and students.

Sustained interaction

Frequent, ongoing interactions between FIRs and the same students that
allow for relationship-building and shared experiences.
Learning Outcomes

Mentoring interaction

Interactions that combine academic and social dimensions and allow for
a deeper level of learning, including FIRs helping students to understand
themselves as learners, clarify career goals, and develop strategies for
personal and academic success.

Deeper life interaction

Interactions that combine academic and social dimensions and allow for
a level of learning deeper than in mentoring interactions, including FIRs
helping students to address life's big questions and make meaning of their
beliefs and experiences.

V O L U M E 4 7 , NO. 1 * 2 0 2 0

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Journal of College & University Student Housing Vol. 47 No. 1

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