Table 4 Findings with higher education instructors and other staff as the locus of control

Instructors/staff interactions

Instructor and staff interactions with students can promote interpersonal and collegiate identity development.

Dorame (2012), Dowd (2013), Jackson (2013b)^†, Wade (2012)^†, Zhang (2015)^†

Individual attention or guidance from academic instructors can positively influence student outcomes (e.g., facilitate transfer, choose future courses, navigate collegiate environment, increase access to resources).

Alexander et al.(2007), Barbosa and Seton Hall University (2011), Cejda and Hoover (2011), Dowd (2013), Patterson (2011)^†, Prado (2012), Rodriguez (2013)*

Attitude, approachability, and accessibility of staff (counselors and academic instructors) are important to students.

Arteaga (2015), Coley (2015)^†, Jackson (2013b)^†, Laanan et al. (2011)* ^†, Patterson (2011)^†, Prado (2012), Ramirez (2011),

Cultural disconnect between students and staff (academic instructors and advisors) can detract from student outcomes.

Arteaga (2015), Cejda and Hoover (2011), Sayasenh (2012)

Academic involvement, integration, and adjustment positively impacts student outcomes.

Castillo (2011), Griffin (2010), Museus et al. (2012), Nora (1987)

Student-instructor interactions positively impact student outcomes.

Del Rio (2013), Marra et al. (2015) ^†, Nora et al. (1997)

Encouragement from instructors and other staff inside an institution positively impacts student outcomes.

Myers (2013)^†, Nora (1987)

Teaching

Instructional strategies that promote peer to peer interaction (e.g., group work, student-centered instruction, student-led instruction) positively impact student outcomes.

Barbosa and Seton Hall University (2011), Cejda and Hoover (2011), Prado (2012)

Culturally responsive teaching/relevant curriculum positively influences engagement and outcomes of students.

Alexander et al. (2007), Barbosa and Seton Hall University (2011)