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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 - 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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