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 - 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 - 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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