Do faculty-student collaborations affect achievement in engineering and technical fields? A large-scale analysis

Analyzing survey data from a national sample of 3,118 undergraduates majoring in STEM, this study examined the extent to which faculty-student collaborations affect academic achievement as measured by college grades. Results suggest a statistically significant association between faculty-student relations and grades, even after controlling for confounding influences. Also, time spent studying was positively associated with college grades. Implications for future research and practice will be discussed.