The Journal of College and University Student Housing - Volume 38, No. 1 - 42

Rishi Sriram • Frank Shushok, Jr. • Jennifer Perkins • T. Laine Scales

	 Changing	faculty	attitudes,	including	their	 understanding	of	students,	helps	shape	pedagogy,	 philosophy,	 and	 behavior.	 For	 example,	 Pamela	Johnston	(2007)	remarked	that	her	life	 in	a	student	residential	community	at	the	University	of	Missouri	continued	to	influence	her	 teaching	 methods	 and	 perception	 of	 her	 role	 as	an	educator	long	after	her	live-in	role	ended.	 Thomas	 Klein	 (2000),	 director	 of	 Chapman	 Learning	Community	and	professor	of	English	 at	 Bowling	 Green	 State	 University,	 acknowledged,	 “What	 is	 noteworthy	 and	 downright	 radical	 is	 how	 much	 I	 am	 learning,	 not	 necessarily	about	my	subject	area	but	about	how	 students	learn	and	about	myself	as	a	teacher”	 (p.	 17).	 After	 living	 for	 9	 years	 in	 a	 residence	 hall	at	UCLA,	Robert	Rhoads	(2009)	asserted	 that	community	life	is	“aimed	at	helping	students	form	the	connections	and	social	support	 systems	that	are	helpful	for	academic	success”	 (p.	20).		 	 Despite	 the	 power	 of	 these	 reflections	 to	 convey	 what	 faculty	 members	 gained	 from	 living	 with	 students,	 they	 are	 anecdotal	 in	 nature.	The	present	study	examined	part	of	one	 university’s	efforts	to	strengthen	student	learning	 through	 a	 faculty-in-residence	 program	 for	 tenured	 or	 tenure-track	 faculty	 members.	 While	the	primary	purpose	of	the	program	was	 related	 to	 student	 engagement,	 a	 secondary	 outcome	and	the	focus	of	this	study	was	its	apparent	impact	on	faculty.		 	 The	program	began	in	2004	with	one	faculty	 member	in	residence;	by	the	time	of	this	study,	 the	number	had	increased	to	seven.	Faculty	in	 this	 program	 were	 asked	 to	 live	 full-time	 in	 a	 residential	 community	 in	 order	 to	 increase	 student-faculty	 interaction,	 bridge	 curricular	

and	cocurricular	worlds,	and	foster	a	sense	of	 mentorship	 and	 belonging	 among	 students.	 For	each	opening,	all	faculty	members	at	the	institution	received	a	call	for	applications.	A	committee	of	student	affairs	professionals,	current	 faculty-in-residence,	 and	 faculty	 members	 not	 living	 in	 residence	 jointly	 recommended	 one	

As part of their faculty-in-residence annual review, faculty members created portfolios describing the ways they fostered community life and the outcomes they had for students and themselves . The richness of these portfolios and their recognition of faculty learning served as the springboard for our research .

candidate	for	selection	as	the	next	faculty-in-residence.	 The	 program’s	 supervision	 continues	 to	reside	in	the	division	of	student	affairs,	and	 the	provost	and	the	vice	president	for	student	 affairs	 jointly	 approve	 each	 appointment.	 As	 part	of	their	faculty-in-residence	annual	review,	 faculty	 members	 created	 portfolios	 describing	the	ways	they	fostered	community	life	and	 the	outcomes	they	had	for	students	and	themselves.	 The	 richness	 of	 these	 portfolios	 and	 their	 recognition	 of	 faculty	 learning	 served	 as	

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THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING



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
The Journal of College and University Student Housing - Volume 38, No. 1 - Intro
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The Journal of College and University Student Housing - Volume 38, No. 1 - Contents
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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