ResFac Data.csv

Faculty-in-Residence programs – where small cohorts of faculty live in residential colleges with students – are becoming more popular across the U.S. Despite the abundance of research highlighting the benefits of a robust Residential Faculty program for both students and universities, we know comparatively little of how faculty presence in residential colleges facilitates the support and community necessary to achieve these outcomes. To address this, we conduct a mixed-methods investigation to understand student perceptions of how Residential Faculty provide social support, and whether they are more likely to seek this support from Residential Faculty than general faculty on campus. Results detail the myriad types of support students seek from Residential Faculty and suggest that students are more likely to trust Residential Faculty over general faculty, report more efficacy interacting with Residential Faculty, and are more likely to seek out Residential Faculty for emotional support than general faculty. These outcomes are discussed in reference to their impact on theorizing in this area as well as practical outcomes relevant to student development and engagement.

驻院学者项目（Faculty-in-Residence）——即由少量学者群体与学生共同入住住宿学院的项目——如今在美国各地愈发流行。尽管已有大量研究阐明成熟完善的驻院学者（Residential Faculty）项目对学生与高校双方的益处，但我们对驻院学者入住住宿学院后，究竟如何助力构建达成这些成效所需的支持体系与社区氛围，尚且知之甚少。为解决这一研究空白，本研究采用混合研究法，旨在探究学生对驻院学者提供社会支持的认知情况，以及学生是否更倾向于向驻院学者而非校内普通教职工寻求这类支持。研究结果详细梳理了学生向驻院学者寻求的各类支持类型，并表明相较于校内普通教职工，学生更信任驻院学者，与驻院学者互动时的效能感更强，且更倾向于向驻院学者寻求情感支持。本研究结合上述结果对其在该领域理论构建及与学生成长、校园参与度相关的实践成效中的影响展开了讨论。