The impact of faculty-in-residence programs: A difference-in-differences and cross-sectional approach

Authors

  • Leonard Lira San Jose State University, California
  • Christine Ma-Kellams San Jose State University, California
  • Kyle Hambrook San Jose State University, California
  • Ravneet Tiwana San Jose State University, California
  • Lina Anastasovitou San Jose State University, California
  • Luis Arabit San Jose State University, California
  • Jennifer Johnston San Jose State University, California
  • Theodore Tsau San Jose State University, California

DOI:

https://doi.org/10.53761/1.19.3.16

Keywords:

faculty-student engagement, living-learning communities, faculty-in-residence, student success, student experience, residential learning communities

Abstract

Purpose: Faculty-in-Residence (FIR) programs are implemented based on research that shows positive effects on student success when students interact with faculty outside of the classroom. However, most research is limited by cross-sectional studies of only students and does not look at the Faculty-in-Residence programs from a holistic perspective that investigates the impact on faculty. This study focuses on the impact, not only on students over time but additionally on the perceived impact on faculty who participate in Faculty-in-Residence programs. Methods: We examined the effect of FIR programs at a large, public California university on both student success (i.e., cumulative grade point average, retention, and credits earned per unit attempted) as well as student experience (i.e., based on data from the National Survey of Student Engagement). Results: The quantitative results confirm the literature that faculty-student interactions outside of the classroom are statistically significant but point to differences between the demographics of students and that the mere presence of faculty is not as important as the quantity and quality of interactions. Conclusion: FIR programs can contribute to student success, but the magnitude and direction of this link depend on the level of the interaction between students and faculty as well as the specific outcome of interest.

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Published

2022-02-01

Issue

Section

Articles

How to Cite

The impact of faculty-in-residence programs: A difference-in-differences and cross-sectional approach. (2022). Journal of University Teaching and Learning Practice, 19(3). https://doi.org/10.53761/1.19.3.16

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