Enhancing undergraduate education: Examining faculty experiences during their first year in a residential college and exploring the implications for student affairs professionals

Authors

Jody E. Jessup-Anger, Marquette UniversityFollow
Matthew R. Wawrzynski, Michigan State UniversityFollow
Christina W. Yao, University of Nebraska–LincolnFollow

Document Type

Article

Date of this Version

2011

Citation

Jessup-Anger, J.E., Wawrzynski, M.R., Yao, C.W. (2011). Enhancing undergraduate education: Examining faculty experiences during their first year in a residential college and exploring the implications for student affairs professionals. Journal of College and University Student Housing, 38(1), 56-69.

Comments

Copyright © 2011 ACUHO-I

Abstract

THIS QUALITATIVE STUDY EMPLOYED a constructivist, case study approach to explore how faculty made meaning of their experiences in a newly developed residential college at a large, land-grant research university in the Midwest. Findings revealed that faculty focused on determining how to prioritize the numerous opportunities for involvement while also working to define their unconventional roles as teaching-focused faculty at a research-extensive university. In reflecting on their first few months in the residential college, faculty discussed their appreciation of the collegiality of their peers. Finally, they described their role as collaborators with other faculty as they continued to lay the foundation for the residential college. Implications for student affairs educators and particularly academic-student affairs collaboration are discussed.