SEAHO Report - Spring 2017 - 27
SEAHO Features
Faculty-in-Residence Program
Research has shown that faculty programs in residence halls benefit students and the university as a whole.
Students who have contact with faculty outside the classroom have higher retention rates leading to graduation
(Bean, 1980), are more satisfied with college (Pascarella, 1980), and exhibit higher levels of achievement (Centra
and Rock, 1971).
Not only is student-faculty interaction constructive for students, it is correlated with positive faculty attitudes,
therefore greatly benefiting the institution as a whole. Wilson, Woods, and Gaff (1974) discovered that faculty
who interact more frequently with students outside of the classroom develop an enhanced sense of enjoyment
and accomplishment in teaching. Faculty also gain an increased "knowledge of students' academic strengths and
weaknesses in areas of core concerns in the liberal arts education" (p. 90).
Sarah Carrig, UNCG Faculty-in-Residence, offered, "as a Faculty-in-Residence with four years of experience, I
have enjoyed many and varied interactions with students: dinner and conversation in my apartment; trips to the
theater; documentary viewing in the student lounge; lectures and presentations around campus; workshops on
deaf culture, police/student interaction, social justice issues. I believe that all of these interactions have enhanced
both my teaching and my job satisfaction, as students' interests, energy, and optimism have informed the way
I plan and deliver my classes, my faculty-in-residence programs, and the way I feel about my role in their university experience. I believe, too, that my presence where they live has contributed to students' having a more
positive view of professors' concern for students' educational and personal welfare" (S. Carrig, personal communication, April 4, 2017).
Faculty-in-Residence have many opportunities to create an educational focus in the residence halls where they
live through coordinating, hosting or supporting campus-wide programs during the academic year. While the
goal of the Faculty-in-Residence program is for faculty to pay special attention to the residential community in
which they reside, Faculty-in-Residence at UNCG are also encouraged to work with FIRs in other residential areas to provide programming, mentoring, and resources in an effort to establish a comprehensive community rich
in social and intellectual content. The FIR who live in the residence halls understand the benefits of living and
learning in community, and as a result, maintain what Wilson, Woods, and Gaff define as "social-psychological
accessibility," defined as "faculty beliefs and attitudes, which support a view of education as an interactive process
and faculty behaviors which appear to invite discussion both within and beyond the classroom" (p. 81). Pascarella, Terenzini, and Hibel (1978) confirmed the significance of faculty social-psychological accessibility, and added
that institutional programs that increases students' likelihood of interacting with faculty informally (i.e., faculty-in-residence) is essential to student retention efforts.
While research clearly shows that Faculty-in-Residence programs are beneficial, it's not a model that every campus can sustain, as it requires planning, designated facilities and dedicated staff, not to mention financial commitment. If a Faculty-in-Residence program is not currently feasible at your institution, consider getting faculty
involved in other ways.
Recognition
It is important to appreciate the faculty who take time to interact with students. At UNCG, each faculty member who participates in House Calls receives a personal note from the Vice Chancellor of Student Affairs. Faculty who collaborate with Resident Advisors receive a thank you note from the staff member and participating
residents. These faculty are also highlighted in monthly reports, which is information ultimately reported by
the department. In Grogan Residential College, we host a "Faculty Appreciation Night," where professors are
recognized for contributing to the social and scholastic growth of students with a dinner. Regardless of how, it is
important to recognize those who contribute to the development of students.
27
SEAHO Report Spring 2017
Table of Contents for the Digital Edition of SEAHO Report - Spring 2017
Contents
SEAHO Report - Spring 2017 - Cover1
SEAHO Report - Spring 2017 - Contents
SEAHO Report - Spring 2017 - 3
SEAHO Report - Spring 2017 - 4
SEAHO Report - Spring 2017 - 5
SEAHO Report - Spring 2017 - 6
SEAHO Report - Spring 2017 - 7
SEAHO Report - Spring 2017 - 8
SEAHO Report - Spring 2017 - 9
SEAHO Report - Spring 2017 - 10
SEAHO Report - Spring 2017 - 11
SEAHO Report - Spring 2017 - 12
SEAHO Report - Spring 2017 - 13
SEAHO Report - Spring 2017 - 14
SEAHO Report - Spring 2017 - 15
SEAHO Report - Spring 2017 - 16
SEAHO Report - Spring 2017 - 17
SEAHO Report - Spring 2017 - 18
SEAHO Report - Spring 2017 - 19
SEAHO Report - Spring 2017 - 20
SEAHO Report - Spring 2017 - 21
SEAHO Report - Spring 2017 - 22
SEAHO Report - Spring 2017 - 23
SEAHO Report - Spring 2017 - 24
SEAHO Report - Spring 2017 - 25
SEAHO Report - Spring 2017 - 26
SEAHO Report - Spring 2017 - 27
SEAHO Report - Spring 2017 - 28
SEAHO Report - Spring 2017 - 29
SEAHO Report - Spring 2017 - 30
SEAHO Report - Spring 2017 - 31
SEAHO Report - Spring 2017 - 32
SEAHO Report - Spring 2017 - 33
SEAHO Report - Spring 2017 - 34
SEAHO Report - Spring 2017 - 35
SEAHO Report - Spring 2017 - 36
SEAHO Report - Spring 2017 - 37
SEAHO Report - Spring 2017 - 38
SEAHO Report - Spring 2017 - 39
https://www.nxtbook.com/nxtbooks/seaho/2024summer
https://www.nxtbook.com/nxtbooks/seaho/2024spring
https://www.nxtbook.com/nxtbooks/seaho/2024winter
https://www.nxtbook.com/nxtbooks/seaho/2023fall
https://www.nxtbook.com/nxtbooks/seaho/2023summer
https://www.nxtbook.com/nxtbooks/seaho/2023spring
https://www.nxtbook.com/nxtbooks/seaho/2023winter
https://www.nxtbook.com/nxtbooks/seaho/2022winter
https://www.nxtbook.com/nxtbooks/seaho/2021fall
https://www.nxtbook.com/nxtbooks/seaho/2021summer
https://www.nxtbook.com/nxtbooks/seaho/2021spring
https://www.nxtbook.com/nxtbooks/seaho/2021winter
https://www.nxtbook.com/nxtbooks/seaho/2020holiday
https://www.nxtbook.com/nxtbooks/seaho/2020fall
https://www.nxtbook.com/nxtbooks/seaho/2020spring
https://www.nxtbook.com/nxtbooks/seaho/2020winter
https://www.nxtbook.com/nxtbooks/seaho/2019fall
https://www.nxtbook.com/nxtbooks/seaho/2019summer
https://www.nxtbook.com/nxtbooks/seaho/2019spring
https://www.nxtbook.com/nxtbooks/seaho/2019winter
https://www.nxtbook.com/nxtbooks/seaho/2018fall
https://www.nxtbook.com/nxtbooks/seaho/2018summer
https://www.nxtbook.com/nxtbooks/seaho/2018spring
https://www.nxtbook.com/nxtbooks/seaho/2018winter
https://www.nxtbook.com/nxtbooks/seaho/2017summer
https://www.nxtbook.com/nxtbooks/seaho/2017spring
https://www.nxtbook.com/nxtbooks/seaho/2017winter
https://www.nxtbook.com/nxtbooks/seaho/2016fall
https://www.nxtbook.com/nxtbooks/seaho/2016summer
https://www.nxtbook.com/nxtbooks/seaho/2016spring
https://www.nxtbook.com/nxtbooks/seaho/2016winter
https://www.nxtbook.com/nxtbooks/seaho/2015fall
https://www.nxtbook.com/nxtbooks/seaho/2015summer
https://www.nxtbook.com/nxtbooks/seaho/2015spring
https://www.nxtbook.com/nxtbooks/seaho/2015winter
https://www.nxtbook.com/nxtbooks/seaho/2014fall
https://www.nxtbook.com/nxtbooks/seaho/2014spring
https://www.nxtbook.com/nxtbooks/seaho/2014winter
https://www.nxtbook.com/nxtbooks/seaho/50thanniversary
https://www.nxtbook.com/nxtbooks/seaho/2013fall
https://www.nxtbook.com/nxtbooks/seaho/2013summer
https://www.nxtbook.com/nxtbooks/seaho/2013spring
https://www.nxtbook.com/nxtbooks/seaho/2013winter
https://www.nxtbook.com/nxtbooks/seaho/2012fall
https://www.nxtbook.com/nxtbooks/seaho/2012summer
https://www.nxtbook.com/nxtbooks/seaho/2012winter
https://www.nxtbook.com/nxtbooks/seaho/spring2011
https://www.nxtbookmedia.com