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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 - 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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