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ThE puRpoSE of ThIS qualitative study was to understand what motivated tenured and tenure-track faculty at three research-extensive institutions to participate or not participate in residential learning communities. Responses were then categorized using one aspect of ford’s (1992) Motivational Systems Theory (MST): personal agency beliefs as determined by context and capability beliefs. MST helped explain factors that contributed to context beliefs, such as departmental support for participating in residential learning communities and the belief that their participation counted in the tenure and promotion system. MST also helped identify the most important contributors to a faculty member’s capability beliefs: their role in the learning community, their concerns about time, and validation of their educational values. Recommendations for practice are identified in light of the findings.
. . . a more thorough and complete understanding of faculty’s motivation to participate in RLCs is essential as institutions attempt to strengthen initiatives that rely on faculty participation .
The research on outcomes for students participating in a residential learning community (RLC) suggests that these students experience increased faculty-student interaction (Pascarella & Terenzini, 1995), enhanced cognitive development (Shapiro & Levine, 1999), increased interaction with peers (Astin, 1993), and increased diversity awareness (Inkelas et al., 2006). Additionally, students who interact more frequently with faculty outside of class experience gains in persistence to graduation, academic achievement, involvement, and satisfaction with the collegiate experience (Andrade, 2007). These outcomes occur in varying degrees depending upon the structure of the RLC and the role that faculty play (Wawrzynski & Jessup-Anger, 2010). In spite of these positive outcomes, many faculty at researchextensive institutions are not inclined to participate in RLCs. The pressure on these tenured/tenure-track faculty to perform well in research, teaching, and service is intense. O’Meara and Braskamp (2003) reported that faculty are pulled away from direct involvement with students when they increase their research productivity, and Dey, Milem, and Berger (1997) found that faculty spent more time on research and writing than did faculty 20 years prior.
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The Journal of College and University Student Housing - Volume 38, No. 1
Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 38, No. 1
The Journal of College and University Student Housing - Volume 38, No. 1
Contents
Introduction – Stories of Faculty Residence Hall Involvement
Understanding Faculty’s Motivation to Interact with Students Outside of Class
Faculty Perspectives on Creating Community in Residence Halls
Students As Teachers: What Faculty Learn by Living on Campus
Enhancing Undergraduate Education: Examining Faculty Experiences During Their First Year in a Residential College and Exploring the Implications for Student Affairs Professionals
Swimming in Unchartered Waters: Understanding and Developing the Faculty Role in Residential Education
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The Journal of College and University Student Housing - Volume 38, No. 1 - Introduction – Stories of Faculty Residence Hall Involvement
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The Journal of College and University Student Housing - Volume 38, No. 1 - Faculty Perspectives on Creating Community in Residence Halls
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The Journal of College and University Student Housing - Volume 38, No. 1 - Students As Teachers: What Faculty Learn by Living on Campus
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The Journal of College and University Student Housing - Volume 38, No. 1 - Enhancing Undergraduate Education: Examining Faculty Experiences During Their First Year in a Residential College and Exploring the Implications for Student Affairs Professionals
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The Journal of College and University Student Housing - Volume 38, No. 1 - Swimming in Unchartered Waters: Understanding and Developing the Faculty Role in Residential Education
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