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For decades, student affairs practitioners and academic administrators have called for more collaboration between these two areas on college and university campuses in attempts to improve the undergraduate experience (for instance, AAHE, ACPA, & NASPA, 1998). Virtually all institutions of higher education and housing and residence life operations support various types of faculty involvement with students outside of the classroom. A large body of research exists on living-learning communities, student outcomes as a result of participating in such communities, and student-faculty interaction (e.g., Levine-Laufgraben & Shapiro, 2004; Schroeder, Mable, & Associates, 1994; Shapiro & Levine, 1999; Smith, MacGregor, Matthews, & Gabelnick, 2004). Conversely, a rather small and aging literature exists on why faculty get engaged in residence halls and residential programming, who those faculty are, what they gain from participating, and what impacts they are having on the residential students with whom they interact. A few studies have attempted to answer these questions; however, many of the faculty studied in this research have likely retired (Colwell & Lifka, 1983; Golde & Pribbenow, 2000; Pascarella & Terenzini, 1977; Schuh & Kuh, 1984). The articles in this special issue tell stories of faculty participation in residential programs. Although it was not intentionally structured thus, all the empirical studies are qualitative. Future studies, both qualitative and quantitative, will help expand the understanding of these partnerships between residential programs/ life staff in particular and faculty who choose to engage with students in the residential setting. As residence life professionals with specific job responsibilities to serve as the conduit between faculty and residential programs, we have amassed significant experiential information about these collaborations. However, few empirical studies exist to inform the work of professionals in student affairs regarding these partnerships. Thus, a special issue of The Journal of College and University Housing Officers focused on faculty-residence life programs and partnerships seemed to be in order and necessary. Using Motivational Systems Theory (Ford, 1992) as a framework, Kirsten Kennedy explores what motivated faculty participation in residential learning communities at three institutions. Faculty members’ capability and context beliefs suggested a contin-
All residence life professionals currently working with faculty or those seeking to establish connections with the academic side of the institution will benefit from reading and discussing this special issue .
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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 - Understanding Faculty’s Motivation to Interact with Students Outside of Class
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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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