The Journal of College & University Student Housing Vol. 47 No. 1 - 58

Jordan P. Fullam * Andrew J. Hughes

to interview students who were disengaged or
had infrequent interactions with FIRs. As a
result, we were not able to compare outcomes
for students with frequent interactions to those
of students with infrequent interactions with
FIRs. The study, in this sense, is limited in that
it examines experiences and outcomes for a
particular subset of students.
More research examining the experiences
and outcomes of students having less frequent
interactions with FIRs is needed to understand
the overall impact of FIR programs on campus
residential communities. In addition, future
research should seek to understand the factors
that lead some students to become disengaged
from the collaborative work of communitybuilding in residence halls, especially given what
we know about the ways that students benefit
from forming connections and social support
systems through the residential experience.

CONCLUSION
Students who were attracted to the FIR
program shared similar challenges of feeling
disconnected from the campus community,
experiencing stress and depression, and struggling with challenging coursework. They were
able to receive support from FIRs who helped
them navigate these challenges, including
typical types of faculty support such as academic advisement, networking, and referrals.
Students also reported deeper life interactions with FIRs that enabled them to better understand the world and their place in it. They
were able to take their learning beyond the
classroom through the FIR experience as they
navigated the relational space that overlaps the
academic and social dimensions of learning
and personal growth.
58

Some students in the study also drew on
relationships with FIRs for social support
when dealing with social isolation. Taking this
insight into account, faculty who serve as FIRs
should be made aware of the needs of the most
vulnerable students in the residential community (e.g., first-generation students, underrepresented populations) and should develop the
relationship skills necessary to engage these
students in FIR programming.

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

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