Faculty in Residence Education
The Faculty in Residence Education Program provides opportunities for students and faculty to interact outside the classroom and within the residence halls. Faculty volunteers act as mentors in the halls and get to know and interact with students over the course of the academic year. Faculty involvement provides special opportunities to foster both intellectual and personal development for students.
In each residence hall, faculty members collaborate with hall staff to develop and implement a variety of programs and interactions that range from community-building activities to academic and intellectual discussions.
Three opportunities exist for faculty to get involved with the Faculty In Residence Education Program: Faculty Mentor, Faculty In Residence, Learning Community Coordinator.
Faculty mentors enter into the residence halls and interact with students through structured and informal events. Faculty Mentors have opportunities to participate in hall events including Welcome Week, hall government, hall events, study groups, meals with students, and more. McNeel (1994) speculates that informal out of class interactions may have a strong impact on students’ principled reasoning allowing for faculty to model for students in a personal and nonthreatening way. However, the frequency of informal interactions between students and faculty may not be as valuable as the focus of said interaction. Faculty Mentors are asked to commit to one hour a week (or four hours per month) engaging with students and are assigned to a specific hall.
Faculty in Residence
The faculty member(s) in this role have the unique opportunity to live on campus in the Mathew Living and Learning Center (MLLC) and serves as a role model, an educator, and mentor in the hall. The person in this role has their full time residence in the hall and interacts with students and hall staff on a daily basis. Click here for more information.
Learning Community Coordinators
Faculty and staff in this roll work directly with the academic learning communities. In most cases the person(s) in this role are assigned by their college to act as a coordinator for the learning community. Learning Community Coordinators work to recruit students for the learning community, work closely with hall staff to develop the community environment, and provide high level activities for students to engage in their academic program outside the classroom. Learning Community Coordinators work closely with faculty from the college to engage in the community.
Goals for the Program
- Intentional interactions occur between students and faculty such as exchanging ideas, participating in intellectual development activities, sharing career experience knowledge and making personal connections.
- Faculty are able to participate in various programs, act as mentors and role models, assist students to accomplish various learning outcomes and become a cherished part of the community.
Research Supporting Faculty in Residence Education
Student-faculty interactions outside the classroom help to promote critical thinking skills, problem-solving skills, moral reasoning development, and increases persistence and degree completion (Pascarella & Terenzini, 2005; McNeel, 1994; Kitchener, Wood, & Jensen, 1999). Astin (1993) and Kuh & Hu (2001) both found that student-faculty interaction has significant positive correlations with every academic attainment outcome (GPA, degree attainment, graduating with honors, and enrollment in graduate school).
Kuh, et.al. (2005) stated “Almost any form of student-faculty interaction is positively related to indicators of student success.”
Astin, A. (1993). What Matters in College? Four critical years revisited. San Francisco: Jossey-Bass.
Kuh, G. & Hu, S. (2001). The effects of student-faculty interaction in the 1990s. Review of Higher Education, 24, 309-332.
Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E.J & Associates, (2005). Student Success in College: Creating conditions that matter. San Francisco: Jossey-Bass.
McNeel, S. (1994). College teaching and student moral development. In J. Rest & D. Narvaez (Eds.), Moral development in the professions: Psychology and applied ethics (pp. 26-47). Hillsdale, NJ: Erlbaum.
Pacarella, E.T., & Terencini, P. T. (2005). How College Affects Students: A third decade of research. San Francisco: Jossey-Bass.
Interested in being part of the Faculty In Residence Education Program? Contact Carol Jergenson at firstname.lastname@example.org or via phone at 701-231-5603.