The Journal of College and University Student Housing - Volume 38, No. 1 - 60

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 - 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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