Journal of University Teaching & Learning Practice
Faculty-in-Residence (FIR) programs, where students interact with faculty outside of the classroom, have shown positive effects on student success. However, most research does not look at FIR programs from a holistic perspective that examines the impact on faculty. This study investigates the perceived impact on faculty participating in FIR programs. The results add to current literature that faculty-student interactions outside of the classroom are significant for students and faculty, specifically faculty perceptions of performance in teaching and service. The results also indicate positive perceptions by faculty in research performance due to participation in the FIR program. This finding is surprising given previous research, which shows faculty who participate in FIR programs feel disadvantaged in terms of their research agenda. Furthermore, the investigation uncovers how the organizational design of the institution implementing the FIR program impacts the perceptions of program purpose and efficacy.
Faculty-in-Residence, Faculty Development, Faculty, Teaching Effectiveness, Living-Learning Communities
Creative Commons License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.
Occupational Therapy; Political Science; Biological Sciences; Psychology; Mathematics and Statistics
Luis Arabit, Leonard Lira, Jennifer Johnston, Lina Anastasovitou, Christine Ma-Kellams, Kyle Hambrook, Ravneet Tiwana, and Theodore T. Tsau. "The Perceived Impact of Faculty-in-Residence Programs on Faculty Development" Journal of University Teaching & Learning Practice (2023). https://doi.org/10.53761/1.20.3.06