The Faculty Factor : Developing Faculty Engagement with Living Learning Communities (Series on Engaged Learning and Teaching)

This practical resource examines how colleges and universities foster sustainable faculty involvement in living learning communities (LLCs). This volume delivers evidence-based research as well as practical examples and voices from the field, to guide and support faculty serving in different capacities in LLCs, to serve as a resource for student affairs practitioners collaborating with faculty in residential environments, and to offer guidance to administrators developing new and revising existing LLC programs.This book demonstrates that faculty are key to creating equitable, engaging, and sustainable LLCs in diverse higher education settings. Chapters delve into both the micro-level experiences of individual faculty – and their families, as in the vignettes at the beginning of each chapter – and the macro-level campus-wide planning that positions LLCs as a meaningful learning experience for students. The book is divided into three sections. The chapters in the first section envision a future of faculty-student engagement that meets the needs of new-majority students and faculty through intentional planning and forward-looking models of faculty engagement. Campus culture and administrator involvement play important roles in creating residential spaces where equity and inclusion are prioritized among students and faculty. The second section outlines ways to capitalize on faculty and residential life partnerships for successful LLCs. Authors focus on key areas of LLC development, including collaboration on programming, co-developing LLC curricula, fostering broad campus partnerships, and creating the conditions for effective faculty-student engagement. The third section serves as a resource for new and seasoned faculty-in-residence (FIR) who may wish to better understand their roles, as well as the roles and expectations for partners and families living with them, and strive to find a reasonable work-life balance. The chapters detail the lived experiences of FIR—they