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The open-door policy of community colleges has presented a unique challenge to increasing graduation rates. Student entry characteristics such as family background, academic ability, as well as external forces such as family, work, and community obligations, lack of finances, and campus environments with limited opportunities to interact with others all contribute to student departure (Braxton et al., 2004). There is a need to increase retention and completion using appropriate models to improve student engagement based on studies that clearly provide insight into the faculty and student relationship. The overall purpose of this study was to examine the relationship of the variables for environmental pull factors, student effort, social and cultural capital and academics to the frequency of faculty-student interaction in the community college. Additional support for faculty-student interaction was drawn from Astin’s (1985) theory of engagement. The researcher used three secondary data sets, merged into one, from a medium size community college located in the Midwest. The survey instruments were comprised of the Community College Student Report (CCSR) from the CCSSE and the Institutional Entering Orientation Student Survey (IEOSS) from Any Community College (ACC) (pseudonym). The IEOSS was an institutionally developed survey designed to collect general information from all entering students. Results from these surveys were combined with selected data from the institution’s student enrollment management database. The findings of this study may help increase our understanding of factors that may influence faculty-student interaction. Results can be used in the development of models to assist with increasing the frequency of faculty-student interaction at community colleges. The researcher utilized a nationally developed, secondary data set already common to community

The effect of student characteristics on the frequency of faculty-student interaction in the community college