The Journal of College and University Student Housing - Volume 38, No. 1 - 50
Rishi Sriram • Frank Shushok, Jr. • Jennifer Perkins • T. Laine Scales
Faculty no doubt decided to live in residential communities because of what they could contribute to students and to the community as a whole. However, faculty were pleasantly surprised at how much they were learning about their own families by living with students.
Investment in faculty-in-residence programs necessitates more than merely placing faculty in these live-in roles . . . . Faculty-in-residence programs are successful when they cultivate meaningful and substantive relationships between faculty and students, leading to learning and development for all involved . Housing and residence life professionals can play a key role in that learning .
educators rediscovered that learning occurs best when institutions help to encourage holistic learning and development. Faculty indicated a renewed understanding of how to teach by connecting the personal narratives of students to the learning process (Nash, 2008). They simultaneously learned about students and the complexity of their lives and about themselves and what they enjoy in teaching. Faculty entered their roles with a desire for holistic learning, but living with students clearly underscored the development that occurs when in-class and out-of-class learning are integrated. Many respondents noted increased opportunities to contribute to students’ growth and offer support in significant ways. This occurred simply by living alongside students and being available to them: The most unexpected and surprising outcome for me is how often I have the opportunity to influence a student’s life. Every time I encounter students, I have the chance to help them. . . . The best part of all is that none of these encounters are ever planned, and they usually happen in the oddest places like the stairwell, the laundry room, or the dining hall. Taken together, the overlapping accounts from faculty living in residence clearly demonstrated a self-reported positive change in both their professional paradigms as educators and their personal lives. These changes were not isolated, but rather seemed to penetrate varying aspects of their lives. In other words, the outcomes went beyond becoming better faculty-in-residence to becoming better faculty as a whole.
Outcomes
The first four parts of the model—opportunities, means, roles, and benefits—combined to produce three significant learning outcomes for faculty-in-residence: development as educators, further understanding of teaching and learning, and a deeper commitment to connecting classroom experiences to life outside the classroom. Through living with students,
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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
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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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