The Journal of College & University Student Housing Vol. 47 No. 1 - 45

FACULTY-IN-RESIDENCE PROGRAMS have recently returned
to the forefront in higher education. This paper investigates
how residential students experienced a recently established
faculty-in-residence (FIR) program at a mid-sized public
university in Southern California. Drawing on existing
research on faculty-student interaction, the paper explores
the kinds of interactions students had with faculty in the
context of the FIR program and how different types of
interactions impacted outcomes for students. The study
draws on data from interviews with one graduate student
and six undergraduate students who participated in the FIR
program. The paper concludes that (1) residential students
who had frequent interactions with FIRs tended to share
similar experiences of social and academic challenges, and
(2) the FIR experience helped students to address these
challenges. The study also highlights relationships among
students and FIRs that helped students to address the big
questions of life and understand that lifelong learning
extends beyond the classroom.

. . . residential
positions for
faculty have
come back to
the forefront as
colleges and
universities have
gotten larger and
are looking for
ways to connect
students and

Student success is a goal that faculty and student affairs administrators alike are charged with helping students achieve in higher education. High impact practices (Kuh, 2008) have been recognized
as strategies to help students achieve value-added cognitive and
developmental goals (Browne et al., 2009; Frost, 1991; Lamport,
1993; Tinto, 1993; Woodside et al., 1999). One type of high impact
practice receiving attention in contemporary higher education is
the development of faculty-in-residence (FIR) programs, which
provide faculty with residential positions as well as opportunities
for relationship-building and engagement among residential students and faculty in both academic and social contexts.

faculty outside the
classroom.

Some new FIR programs are driven by increased interest in high
impact practices (Kuh, 2008). FIR programs are supported by a voluminous amount of research that points to the benefits students
receive when they interact with faculty outside the classroom, including gains in academic self-concept (Kuh & Vesper 1997; Woodside et
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Journal of College & University Student Housing Vol. 47 No. 1

Table of Contents for the Digital Edition of Journal of College & University Student Housing Vol. 47 No. 1

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