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Faculty’s Motivation to Interact with Students Outside of Class

Discussion Questions
1. Academic departments are frequently concerned with how the work of their faculty will directly help the department in some way. As student affairs practitioners, how can we illustrate the connection between faculty involvement with RLCs and the benefit to a specific department? How can this connection be communicated to assistant faculty, tenure-track faculty, and/or department chairs? What do the demographics of the study sample indicate about faculty’s ability to engage student populations outside the classroom? 2. Time is often a major constraint for faculty members, student affairs practitioners, and undergraduate students. How can you as a professional on your campus help alleviate the burdens from tenured/tenure-track faculty who want to participate in an RLC? How can practitioners of student affairs best serve students and faculty? 3. According to the article, an unclear role in RLC participation can be a barrier to faculty involvement and/or continued participation. Identify steps that student affairs practitioners can take in order to clearly identify a faculty member’s role, articulate responsibilities, and foster a mutually beneficial relationship. Do faculty perceptions regarding student affairs administrators affect this relationship? Do student affairs perceptions of faculty play a role? 4. The author describes how the Motivational Systems Theory (MST) can delineate a faculty member’s likelihood to participate or not participate in RLCs. What questions can a student affairs practitioner ask a faculty member in order to identify his/her belief patterns? In what way can such a dialogue direct future interactions? 5. Kennedy describes an underground culture of support found among faculty members involved with RLCs. What can student affairs practitioners do to facilitate and encourage this culture of support? 6. How open are the faculty on your campus in discussing their educational activities outside of instruction and research? How should department heads and other faculty or administrators encourage these discussions? 7. What can faculty and staff at other types of institutions glean from this research? How can you apply the lessons learned through this research to a liberal arts campus? To your campus? Discussion questions submitted by graduate students Elizabeth Jach, University of Iowa, and Matthew Creasy, Virginia Tech

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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 - 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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