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Jody E. Jessup-Anger • Matthew R. Wawrzynski • Christina W. Yao
STUDY DESIGN
Methodology
We used a constructivist, instrumental case study approach to guide our research. This method suited the current study because we focused on learning the particularities of a single case (Stake, 1995), which was to understand how faculty made meaning of their early experiences in the residential college so that we could infer how student affairs professionals who seek to partner with these faculty might do so more effectively. Consistent with a case study design, we used purposeful sampling to select the case and individuals within the case (Patton, 2002). Although Midwest University (pseudonym) has three residential colleges, we selected the newly established Arts and Humanities Residential College (AHRC) (pseudonym) as the focus of our inquiry. We believed that because all faculty in AHRC held new positions there, their perspectives might be different than they would have been if they had been involved in an established residential college and thought retrospectively on their experiences.
Perhaps most relevant to the current study, Golde and Pribbenow’s study revealed that the collaboration between faculty and student affairs staff in living-learning communities was an important and often missing key to successful environments .
process, candidates were sought who were especially committed to the mission of teaching and fostering student development. AHRC opened its doors in the fall of 2007, admitting its first class of 120 first-year and sophomore students.
Participants
We invited all 16 faculty from AHRC to participate in the study, 12 of whom accepted. We purposefully interviewed faculty in November or December of their first semester in the residential college because of our interest in their early experiences. The participants included four females and eight males. Seven were assistant professors (four of whom were tenuretrack), and five were tenured (two associate professors and three professors). Four participants were new to the university, having come to Midwest University specifically because of their full-time appointment in the residential college. The remaining eight were already at Midwest University when the AHRC was developed and had at least a part-time appointment to the residential college (three held full-time appointments, and the remaining five held joint appointments with other departments).
Context
Our study took place in the newly established AHRC at Midwest University, a large, four-year, public land-grant, research-extensive university which boasts a long history of well established residential colleges and living-learning communities. From January 2006 to the start of the fall semester in 2007, 11 full-time core faculty were hired with tenure homes in the residential college, and an additional 5 were hired in joint appointments with other colleges. Although expectations for collaboration with student affairs were not explicitly stated to faculty in the hiring
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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
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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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