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Faculty’s Motivation to Interact with Students Outside of Class

CONCLUSIONS
This	study	points	to	three	major	conclusions.	 First,	 Motivational	 Systems	 Theory	 (MST)	 seems	to	provide	a	framework	for	anticipating	 faculty	 intentions	 to	 participate,	 stop	 participating,	or	change	their	participation	pattern	in	 RLCs.	Second,	factors	that	strongly	contribute	 to	a	faculty	member’s	perception	of	her/his	capability	beliefs	 include	their	perceived	role	 in	 the	 RLC	 and	 time	 constraints.	 Third,	 factors	 that	strongly	contribute	to	a	faculty	member’s	 perception	 of	 her/his	 context	 beliefs	 include	 departmental	support	and	the	belief	that	their	 participation	counts	in	the	tenure	and	promotion	 system,	 while	 departmental	 colleagues’	 support	 is	 relatively	 unimportant	 in	 faculty’s	 motivation	to	participate.	Student	affairs	staff	 can	 use	 this	 study	 as	 a	 basis	 for	 estimating	 faculty’s	 capability	 and	 context	 beliefs	 and	 deduce	salient	information	for	best	practices	in	 working	 with	 faculty	 on	 residential	 education	 initiatives.	Realistically,	student	affairs	staff	can	 influence	capability	beliefs	by	providing	information	about	the	roles	faculty	can	play	in	RLCs	 and	by	estimating	the	amount	of	time	each	of	 those	roles	requires,	but	they	should	recognize	 that	 this	 participation	 is	 unlikely	 to	 influence	 the	faculty’s	departmental	support	of	RLCs.	

REFERENCES
Amey,	M.	J.	(1999).	Faculty	culture	and	college	life:	 Reshaping	incentives	toward	student	outcomes.	 In	 J.	 Toma	 &	 A.	 Kezar	 (Eds.),	 Reconceptualizing the collegiate ideal	 (pp.	 59-69).	 New	 Directions	 for	 Higher	 Education,	 No.	 105.	 San	 Francisco:	 Jossey-Bass.	 Andrade,	M.	S.	(2007).	Learning	communities:	Examining	 positive	 outcomes.	 Journal of College Student Retention, 9(1),	1-20. Astin,	A.	W.	(1993).	What matters in college? Four critical years revisited.	San	Francisco:	Jossey-Bass. Bogdan,	R.	C.,	&	Biklen,	S.	K.	(1998).	Qualitative research for education: An introduction to theory and methods	(3rd	ed.).	Boston:	Allyn	and	Bacon. Charmaz,	K.	(2000).	Grounded	theory:	Objectivist	and	 constructivist	methods.	In	N.	Denzin	&	Y.	Lincoln	 (Eds.),	 Handbook of qualitative research (2nd	 ed.,	 pp.	509-536).	Thousand	Oaks,	CA:	Sage. Creswell,	J.	W.	(1998).	Qualitative inquiry and research design: Choosing among five traditions.	Thousand	 Oaks,	CA:	Sage. Dey,	 E.	 L.	 (1994).	 Dimensions	 of	 faculty	 stress:	 A	 recent	survey.	The Review of Higher Education, 17,	 305-322. Dey,	E.	L.,	Milem,	J.	F.,	&	Berger,	J.	B.	(1997).	Changing	patterns	of	publication	productivity:	Accumulative	 advantage	 or	 institutional	 isomorphism?	 Sociology of Education, 70(4),	308-23. Einarson,	M.	K.,	&	Clarkberg,	M.	E.	(2004,	November).	 Understanding faculty out-of-class interaction with undergraduate students at a research university.	Paper	presented	at	the	annual	meeting	of	the	 Association	 for	 the	 Study	 of	 Higher	 Education,	 Kansas	City,	MO. Fine,	T.	S.,	&	Nazworth,	N.	(1999,	March).	Learning	 communities	and	the	academic	career:	Perspectives	on	faculty	participation.	Paper	presented	at	 the	“Creating	and	Sustaining	Learning	Communities:	 Connections,	 Collaboration,	 and	 Crossing	 Borders”	 conference,	 University	 of	 South	 Florida,	Tampa,	FL.	

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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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