The Journal of College and University Student Housing - Volume 38, No. 1 - 8

Mimi Benjamin • Jörg Vianden

uation	or	discontinuation	of	their	involvement	 in	residential	learning	communities.	Kennedy	 asked	faculty	about	their	time	spent	and	their	 roles	 within	 the	 residential	 learning	 community	as	well	as	the	level	of	support	they	received	 from	their	academic	departments.	Her	participants	also	talked	about	the	acknowledgement	 of	 their	 learning	 community	 participation	 in	 the	promotion	and	tenure	process,	an	acknowledgement	that	helped	to	determine	the	likelihood	of	their	continuing	their	involvement	in	 the	residential	learning	community.	She	offers	 concrete	 recommendations	 to	 residence	 life	 staff	that	may	assist	them	in	providing	the	kind	 of	experience	and	partnership	that	will	encourage	 faculty	 members’	 continued	 participation	 in	these	programs. 	 Boyer’s	tenets	for	community	(1990)	serve	 as	the	focus	for	the	article	by	Tom	Ellett	and	 Anna	 Schmidt.	 The	 researchers	 interviewed	 faculty-in-residence	 and	 faculty	 affiliates	 at	 one	 institution	 to	 identify	 key	 components	 of	 community	 building	 from	 the	 perspective	 of	the	involved	faculty.	Sustained	interactions	 with	 residents,	 challenges	 associated	 with	 available	time,	and	the	role	of	the	RA	are	just	a	 few	of	the	elements	that	surfaced	as	important	 in	 community	building.	The	authors	 provide	 recommendations	 for	 residence	 life	 staff	 regarding	faculty	involvement	in	creating	community	in	the	halls. 	 Rishi	Sriram,	Frank	Shushok,	Jr.,	Jennifer	 Perkins,	and	T.	Laine	Scales	share	what	faculty	 in	their	study	learned	from	living	on	campus	 as	faculty-in-residence	and	how	the	experience	

affected	their	teaching	and	philosophy	of	education.	 The	 authors	 conceptualized	 a	 Facultyin-Residence	Development	Model	that	focuses	 on	what	they	have	identified	as	“opportunities,	 means,	 roles,	 benefits,	 and	 outcomes.”	 The	 impact	on	the	faculty	members	was	evident	in	 terms	 of	 their	 growth	 as	 educators	 and	 commitment	 to	 students’	 out-of-class	 lives,	 not	 to	 mention	the	out-of-class	lives	of	the	faculty	and	 their	 families.	 While	 the	 faculty-in-residence	 are	the	focus	of	the	study,	the	authors	note	the	 natural	implications	and	benefits	for	students. 	 The	 study	 by	 Jody	 Jessup-Anger,	 Matt	 Wawrzynski,	 and	 Christina	 Yao	 provides	 information	about	faculty	members’	experiences	 and	 insights	 in	 a	 new	 residential	 college.	 By	 describing	 the	 experience	 and	 sharing	 both	 what	 they	 learned	 and	 their	 thoughts	 about	 how	 the	 residential	 college	 would	 evolve,	 these	 faculty	 members	 recognized	 their	unique	role	and	realized	the	numerous	 opportunities	 for	 their	 participation	 in	 such	 a	 community.	 Faculty	 members	 noted	 the	 positive	 experiences	 they	 had	 with	 their	 colleagues,	but	noticeably	absent	were	comments	 on	the	collaboration	with	student	affairs	staff.	 The	authors	provide	various	implications	for	 student	affairs	staff	to	develop	more	effective	 partnerships	with	academic	affairs. 	 Finally,	sociologist	Kevin	Fitzpatrick	shares	 his	personal	experiences	as	a	faculty	member	 involved	in	residence	hall	academic	initiatives.	 Fitzpatrick	 provides	 one	 faculty	 member’s	 perspective	 and	 presents	 recommendations	 to	 residence	 life	 staff	 who	 work	 with	 faculty	

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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
