The Journal of College and University Student Housing - Volume 38, No. 1 - 52

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

portfolios,	 faculty	 noted	 an	 appreciation	 for	 the	expertise	of	their	hall	directors	in	promoting	 a	 better	student	experience.	Housing	 and	 residence	 life	 professionals	 can	 utilize	 their	 knowledge	 of	 college	 student	 development	 to	 help	 faculty	 members	 create	 and	 implement	 goals,	thereby	promoting	desired	student	outcomes	through	the	development	of	the	facultyin-residence	themselves.	Such	processes	allow	 student	affairs	professionals	to	help	faculty	in	 their	live-in	roles.	Faculty	reflection	should	also	 serve	 their	 peers—other	 faculty-in-residence	 and	 those	 faculty	 interested	 in	 student	 learning	 outside	 the	 classroom.	 Colleagues	 should	 not	 be	 left	 to	 learn	 through	 their	 own	 experiences	alone;	faculty	should	teach	one	another	 by	sharing	what	they	learn	from	students.	 	 Faculty	 reflection	 can	 also	 enable	 administrators	to	see	areas	of	interest	and	concern	 for	 faculty.	 Undoubtedly,	 faculty	 and	 staff	 contribute	 different	 perspectives	 and	 skill	 sets.	 Student	 affairs	 professionals	 must	 understand	 faculty	 culture	 and	 recognize	 the	 types	 of	 professional	 struggles	 that	 they	 encounter.	Those	in	housing	and	residence	life	 can	help	faculty	navigate	the	new	cultures	and	 paradigms	encountered	upon	moving	into	the	 residence	halls.	 	 Findings	 from	 this	 study	 indicate	 that	 faculty	members	who	can	articulate	what	they	 have	 learned	 may	 be	 able	 to	 draw	 upon	 that	 learning	more	readily	and	could,	therefore,	be	 much	stronger	advocates	of	such	collaborations	 across	 campus,	 particularly	 between	 student	 and	 academic	 affairs.	 This	 advocacy	 happens	 in	both	formal	and	informal	ways.	Faculty-inresidence	 can	 inspire	 their	 colleagues	 within	 and	 across	 discipline	 boundaries,	 encourage	 and	 invite	 more	 faculty	 involvement	 within	
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. . . self-reflection can be an important tool by which housing and residence life professionals help faculty become aware of what they are learning from their experiences living with students . As faculty strive to develop in their roles, self-reflection can illuminate areas that need to be improved and, in fact, can accelerate the progress of such programs through purposeful engagement and conversation .

halls,	 and	 influence	 campus	 decision-makers	 by	 continuing	 such	 advocacy	 within	 their	 circles	 of	 influence.	 For	 instance,	 one	 faculty	 member	 who	 participated	 in	 this	 study	 later	 presented	to	the	institution’s	board	of	trustees	 on	 the	 educational	 value	 of	 on-campus	 residential	environments	for	students.

LIMITATIONS
Certain	 limitations	 of	 the	 study	 should	 be	 considered.	 The	 single	 site	 of	 this	 research	 and	the	relatively	small	sample	size	make	the	 findings	 context-bound,	 so	 generalizations	 or	 inferences	 to	 other	 institutions	 or	 facultyin-residence	 should	 be	 made	 with	 care.	 Also,	 the	 narrative	 approach	 is	 challenging	 and	 requires	extensive	knowledge	of	the	researchers	 to	 “restory”	 the	 account	 accurately	 (Creswell,	 2007,	p.	57).	Although	a	level	of	trust	had	been	

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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