1 Livingwithstudents:Lessonslearnedwhilepursuingtenure,
administration,andraisingafamily
MichaelHumphrey,JanetCallahanandGeoffHarrison
Abstract
Thiscasestudyiscenteredontwofaculty‐in‐residence:onepursuingtenureand
raisingayoungchildwhilelivingintheresidencehallsandoneanestablishedprofessor
andassociatedeanraisingtwoteenswhilelivingintheresidencehalls.Thiscasestudy
offerstwouniqueperspectivesoffaculty‐in‐residenceatvariousstagesintheircareer,
livinginresidencewiththeirstudents,workingcloselywithstudentsoutsideofatypical
classroom,allwhilemanagingprofessionalandfamilialobligations.
Keywords:Living‐learningcommunities,faculty‐in‐residence,residentiallife
Published in WORK 52 (2015) 497‐501 DOI:10.3233/WOR‐152197 IOS Press 2 1.Introduction
Thisstudydelvesintotwodifferentdepictionsfromdifferentfaculty‐in‐residence
(FIR)fromthetimeperiod2008‐2012.Eachofthesubjectshaddifferinglevelsof
experienceinhighereducation,camefromdifferentdisciplinesandhelddifferentroles
withintheuniversity;oneasecondyeartenure‐trackfacultywhobeganlivinginthe
residencehallswithhisstudentsintheFallof2008andoneanestablishedprofessor
workingasanassociatedeanwhobeganlivingintheresidencehallswithherstudentsin
theFallof2010.
Asthecompetitiontorecruitstudentshasincreased,universitiesstriveto
demonstratetheincreasedsuccessoftheirstudents.Theseeffortsincludeincreased
studentsupportsystems,facultydevelopmentandcreatingenvironments,whichmaximize
studentsuccess.Oneparticularstrategyuniversitieshavefoundeffectiveisthe
implementationofliving‐learningprograms.Living‐learningprogramscombineclassroom
activitieswith“outofclass”activitiesandalsocombinetheacademiccomponentsintothe
entireuniversityexperience[1].Theuniqueenvironment(e.g.facultylivingwithstudents)
thatliving‐learningprogramsprovidetoitsparticipantshasbeenfoundtoincrease
student‐facultyinteractions,studentlearning,studentretention,andfacultydevelopment
[8,11,12,14].Thisenvironmentisfoundtobemoreeffectiveinsmallerresidentialliving‐
learningprogramsthaninlargerprogramsandconventionalresidencehalls[5,9].The
environmentisnottheonlyfactorthatplaysapartincreatinganenrichedliving‐learning
program.Commonlythereisaperceivedseparatenessofrolesfacultyandstudentaffairs
professionalsserveinthestudentlearningexperience[7].Thefacultyparticipatingin
Published in WORK 52 (2015) 497‐501 DOI:10.3233/WOR‐152197 IOS Press 3 theseprogramsneedtocreatetheconditionsnecessarytopresenttheseincreased
outcomes(e.g.increasedstudentlearningandincreasedstudentretention)[10].Thistask
ofcreatinganenrichedenvironmentisnoteasilyaccomplished.
Thiscasestudyseekstodemonstratethechallengesposedtofacultyparticipatingin
living‐learningprogramsandmethodsinwhichthesechallengescanbeovercometo
facilitateamoreeffectiveexperiencenotonlyforthefaculty,butforthestudentsaswell.
2.CaseHistory
2.1FacultyMembers
Michael.Michaelbeganhiscareerinhighereducationin2007,whenhewashired
asan“allbutdissertation”(ABD)tenure‐trackfaculty‐memberfortheCollegeofEducation.
Inthespringof2008,hesuccessfullydefendedhisdissertationandbeganhistimeasaFIR
thefollowingsummerfortheArtsandHumanitiesResidentialCollege.Heandhisfamily‐‐
an11‐month‐olddaughter,wifeandseniorLabrador‐‐movedintotheresidencehalls,
duringthesummerbeforeFallterm.Theimpetusforthismovecamefromadesireto
instructfreshmanandsophomorestudentsinacontent‐basedcourseandadesireto
expandhisknowledgeoftheuniversityaswhole.Tenyearspriortohispursuitofhigher
education,MichaelhadbeenasecondaryEnglishteacherandK‐12specialeducation
teacher.Hisexperiencewithinstructingcollegestudentswasminimal,beinghissecond
yearteachingattheuniversity.Michaelhadonlylivedintheresidencehallsfrom1992‐
1993whileattaininghisBAinEnglish.
Janet.TheacademiccareerfortheEngineeringResidentialCollegeFIRbeganin
1979.Shelivedinundergraduateresidencehallsforherentireundergraduatedegree
programuntilearningherBSinchemicalengineering.Shortlyafterreceivingherdegree,
Published in WORK 52 (2015) 497‐501 DOI:10.3233/WOR‐152197 IOS Press 4 shereturnedtotheresidencehalls,andbeganadoctoralprogramofstudywhileher
partnerhelpedprovideforherfamilyas“HeadResident.”Theirson,Danielwasbornayear
later.Danielwaspracticallythemascotoftheundergraduateresidencehall,knownby
nametoeveryone.Herodehistricycledowntheelevatortothecafeteria,dockedit;gothis
trayandsilverwareandsmiledandwavedtoeveryoneastheycalledouthisname,orgave
himahighfive.
Twenty‐fiveyearslater,shewondersifareturntoresidentiallifewasinevitable,to
makeitanevendecadeoflivinglifefromthestageofaresidencehall.Whenherdean
invitedhertobecometheengineeringcollege’snextFIR,herfamily,consistingofher
daughter,heryoungestson,theirdogLucyhadaseriousconsultation.Theyvisitedthe
two‐bedroomapartment,walkedthehallsandimaginedwhatlifewouldbelike.Her
daughter,Laura,abouttostartuniversityherself,pronounceditagreatidea,anddidn’t
mindthethoughtofnothavingherownbedroomwhenhomefortheholidays.The
thirteen‐yearoldson,Ben,approvedaswell.Theyrentedastorageunit,puttheirfour‐
bedroom2,800squarefoothomeontherentalmarket,andmovedintotheresidencehalls
intheearlysummerof2010.
2.2ImpactsonProfessionalLife
Michael.Duringhisfour‐yeartermasaFIR,Michaelwasreceivingconflicting
messagesfromseniorfacultyonthe“value”placedonhisserviceasalive‐infaculty
member.Someofhiscolleaguesplacedlittlevalueonthisexperience,“Youshouldfocuson
developingyourresearch,”or,“Ifyouarethemanageratanapartmentcomplex,you
shouldn’tputthatonyourvita.”Whileothercolleaguesseemedtoplaceagreatvalueon
theexperience,“Thissoundslikeanexcellentexperiencetoworkwithstudents,”or,“A
Published in WORK 52 (2015) 497‐501 DOI:10.3233/WOR‐152197 IOS Press 5 studentapproachedmetodayandsaidyouwerethebestteachertheyeverhad.”These
differingopinionswereveryconfusingforMichaelhisfirstyearasaFIRandheworried
aboutthepossibleimpactsonhistenuredecision.
DuringthebeginningofthesecondyearasaFIR(2009),Michaelobservedhis
departmentreceiveseveralfinancialcuts.Thesecutsimpactedclasssizesandcourse
offeringsthroughouthisteachingload.Duringthissameyear,healsowitnessedchangesin
spendingwithinthehousingdepartmentanddiscussedwhatwashappeninginother
departmentsduringmonthlyFIRmeetings.Becauseofthiscrisisandthemultidisciplinary
natureoftheFIRprogram,Michaelbegantohaveabetterunderstandingofhowthe
“university”workedasawhole‐unit.Thisdeeperunderstandingofhowtheuniversity
operatesoutsideofone’sowndepartmentincreasedhisunderstandingofthepossible
impactsofuniversity‐widepoliciesandprocedures.Michaelfeltthiswasespecially
important,duetothesmallsize,butlargenumberofstudentsservedbyhisdepartment.
ItwasalsoduringMichael’ssecondyearthathewasveryfocusedonestablishing
hisresearchagenda.MichaelfeltthatbecauseofbeinghiredABD,hewasayearbehindin
hisresearchpursuits.Attimes,Michaelfeltlikehehadtosucceedina“publishorperish”
model.Inordertoensureproperprogresstowardstenure,Michaeladoptedsimilarhours
ashisstudentswhenworkingonmanuscripts.Michaelreportedthathehadreceived
adequateprogressfromthepromotionandtenurecommitteeatthecollegelevelhisthird
andfifthyear.
PriortoMichael’scareerinhighereducation,heworkedasaspecialeducation
teacher.Inhisterms,specialeducationisthesameasindividualizedinstruction.Duringhis
timeinhighereducation,hewitnessedamuchhigherlevelofdidacticinstructionfromhis
Published in WORK 52 (2015) 497‐501 DOI:10.3233/WOR‐152197 IOS Press 6 mentorsandhispeers.Studentswouldbeencouragedtoattendclass,absorbthecontent
andtoregurgitateadequatelycorrectresponses.Thisisnotthemodelhewantedtoadopt
duringhisexperienceasaFIR.Heapproachedtheinstructionalpracticesofindividualized
educationwithhiscommunityresidents.Thisformedastrongerbasisofcommunity
developmentbyswitchingtheinstructionfromteacher‐focusedtostudent‐focused.This
student‐focusedinstructionalstrategybecamethefoundationofastrongersenseof
communityamongthestudents.
Thisstudentfocusedteachingstrategywasachievedbyutilizingstudentswho
wishedtoreturntothecommunityforasecondyear.Thesesecondyearcommunity
members/studentsadoptedamentorshiproleintheclassandthecommunityforstudents
whowereintheirfirst‐yearattheuniversity.Themostappropriatemethodtoaccomplish
thiswastostructurethementorshipactivitiesforthesecondyearstudentsaroundthe
learningoutcomesMichaelestablishfortheresidentialcollege.Michaeldesignedthe
learningoutcomesforthecommunityandworkedwiththesecondyearstudentsto
developactivitiesandtaskstobeconductedwiththeresidentialcollege’snewmembers.
Michaelmadesuretheseactivitiesandtaskswereproperlyalignedwiththelearning
outcomesfortheresidentialcollege.Thisstrategyobservablyincreasedthemotivational
levelsofthestudents/communitymembers.Michaelstillimplementsthispracticeinhis
traditionalcoursesbyofferingmultipleassignmentsandsolicitingstudentfeedbackonthe
courseschedule.
Janet.Likeanylargeenterprise,universitiesareorganizedintodomains.Sincethe
domainsaredifferent,theyaremostlynon‐overlapping.Consequently,itisunsurprising
thatfacultymembersaregenerallyunawareoftheservicesprovidedtostudentsbythe
Published in WORK 52 (2015) 497‐501 DOI:10.3233/WOR‐152197 IOS Press 7 divisionsthatfalloutsidetheirrespectivedomains.Theyarerelativelyunawareofthe
personnelbehindtheseservices,andforfacultyinthescience,technology,engineeringand
mathematics(STEM)disciplines,thereislittlecomprehensionofthefactthatstudent
supportpersonnelhavetrainingonhowtohelpstudentsastheytransitioninto
independentliving.
RealizingwhattheEngineeringResidentialCollege(ERC)FIRdidn’tknowaboutthe
restoftheuniversitywasahumblingexperienceforJanet.Evenwithherrelativelyrich
backgroundinresidentiallife,vicariouslyexperiencing“HeadResidency”andpersonally
experiencingalltheprogrammingandactivitiesassociatedwithlivingasan
undergraduate,Janethadlittleknowledgeofallthehumanenterprisethatkeeps
residentialliferunningsmoothly.Shehadevenlessknowledgeoftheextensivetraining
university‐housingprofessionalshaveinenablingleadership,inmodelingbehavior,andin
teambuilding.LivingasaFIRtaughthermoreabouthowauniversityoperatesandabout
studentsuccessthanmorethan20yearsofexperienceinacademics.
Inhersecondyearasalive‐infaculty(2011),JanetdecidedtoretakeCalculusI.
Thiswaspartiallyinspiredbythebook:MyFreshmanYear[13],loanedtoherbythe
AssistantDirectorforResidenceEducation;butwasalsomotivatedbyadesiretoenhance
hermathematicstutoringskillsbecauseshewasregularlyaskedmathquestionsinthe
residencehall.Thatfall,earlyinthemorning,threedaysaweek,shewalkedtheshort
distancefromthecentrallylocatedresidencehall,upthreeflightsofstairstoaclassroomin
theInteractiveLearningCenter.Shesatinthebackrow,ashadalwaysbeenherhabit,and
kept“undercover”asfacultymemberandassociatedeanformostofthesemester.
However,shedidnotadaptthesamebehaviorsheexhibitedinherownundergraduate
Published in WORK 52 (2015) 497‐501 DOI:10.3233/WOR‐152197 IOS Press 8 days,whensheseldomspoketoanyoneintheclass.Thistime,afterrealizingthatifshe
didn’thelpbreaktheiceintheroom,thestudentswouldgoallsemesterwithouttalking
withoneanother,sheactivelyengagedthestudentsinthebackrows.Janetreportedafter
workingwithhercommunitymemberswhofrequentlyaskedquestionsaboutmathematics
courses,inpursuitofherownlearning,shenowhadadoptedthe“justasksomeone”model
shehademployedinhergraduatestudies.Overthecourseofthesemester,whiletaking
thismathematicscourse,sheengagedinself‐reflectionandcametotheconclusionthatthe
skillofaskingforassistanceisnotaskillthatcomesnaturallytomanystudentsmajoringin
theSTEMfield.
Theexperienceoftakingthisclassfromhermathematicscolleagueaffectedheras
profoundlyaslivingwithstudentsintheresidencehalldid.Beingastudentagainmadeher
avastlyimprovedandmuchmoreinsightfulteacher.Theexperiencewentbeyondaffecting
heralone,toalsoaffectingthemathematicsinstructor.Midwaythroughthesemester,
realizingthatherperspectiveonwhattheteachercoulddointheclassroomwas
undergoingatransformation,shetookthetimetorecordherobservationsinareflection.
Then,sheaskedhermathprofessor,hercolleague,todothesame.Thesetwosetsof
reflectionscontainastoryofaprofoundchangeinthewaytheseprofessorsnowperceive
theclassroom;thisisreportedindetailelsewhere[4].Themathprofessorreported:“The
biggestsingleitemfromherobservationsthatIplantoaddtomyteachingpracticesisto
bemoredeliberateaboutinstructingstudentsinsuccessfulhabits,specifically,the
formationofcollaborativegroupsandanunderstandingofthevalueofhomework.I’ve
alwaysknownIshouldsaymoreaboutthesethings,butsemesteraftersemesterIendup
notsayingmuch.Thisneedstochange.”[4]Janetreportedthatattendingthismathematics
Published in WORK 52 (2015) 497‐501 DOI:10.3233/WOR‐152197 IOS Press 9 courseasastudenthelpedherrealizedthatshewasdevelopingacommunitywithinthe
coursewiththestudentsaswellaswithherresidents.
Communitiesofpractice(COP)aregroupsofpeople(community),whosharea
concernorapassionforsomethingtheydo(domain),andlearnhowtodoitbetter
(practice)[15].WhatJanetlearnedandwhattransformedherteachingpractice,isthe
simplenotionthatthemoreourclassroomsmovetowardbecomingcommunitiesof
practice,thebetterourstudentswillberetained,themoretheywilllearn,andthebetter
theywillretaintheirpassionfortheirfield.LearningaboutCOPswasfirstmodeledtoher
throughtheFIRCOPthatwasformedundertheleadershipoftheAssistantDirectorfor
ResidenceEducation,demonstratedagainwiththeLivingLearningCommunitiesCOP,and
thenfinallyintheclassroomenvironment,aconnectionwasmadeinthisFIR’smind–“we
candothishere.”Thatis,wecandothispractice[establishingCOPs]intheacademic
environment,apracticethatresidentiallifehasbeendoingforyears–createcommunity;
butthistime,intheclassroom.WhileworkingasaFIRJanetreportedundertheleadership
oftheAssistantDirector,shewasabletodevelop“micro”COPswiththeresidentsofher
ERC,classmatesandstudents.
2.3ImpactsonPersonalLife
Michael.Michaelinformedtheresearchersthatthetimespentlivinginthe
residencehallswithayoungfamilyhaditsadvantagesanddisadvantages.Michael
reportedthathisexperienceasaFIRwouldnothavebeenpossible,ifitwerenotforthe
willingnessofMichael’sspousetopursuethisventureaswell.Theprospectofhavinga
childcelebratingtheirfirstthroughfourthbirthdaycelebrationsina“dorm”roomsetting
wouldnothaveappealedtomanymothers.Thefirstquestionaskedbyhisspousewhen
Published in WORK 52 (2015) 497‐501 DOI:10.3233/WOR‐152197 IOS Press 10 beingpresentedwiththeprogramwas,“Dowehavetoshowerdownthehall?”Luckily,this
wasnotthecase.
Theamountofworkrequiredtoestablishtenuredidnotrequiremuchmoretime‐
managementskills,butrequiredacompartmentalizingofjobtasks.Whenhisschedulewas
filledwith“scholarship”hewouldhavetogiveuppossibledistractions(e.g.respondingto
email,gradingassignments)fromcompletinghisresearchtasks.Thisappliedtoallaspects
ofhislifeattheuniversity.Itmayseemcomical,butfamilywasscheduledmuchinthe
samefashion.Hehadtoaskforassistanceseveraltimesfromhisspouse,tomakesurethat
hedidnotperseverateon“workissues”whenhewasspendingtimewithhisfamily.This
practiceseemedtobesuccessfulafterhissuccessfulappointmentasatenuredfacultyand
theactiveroleheplayswithhiswifeanddaughter.
Beingnewtoacommunity,universityandcareerpathcanindividuallyimpactthe
qualityoflifeexperiencedbymostpeople.Havingallthreefactorsoccursimultaneously
hasamarkedimpactonthequalityoflifeexperiencedbyindividuals,letalonenew
families.Humorously,livingintheresidencehallsalleviatedmuchofthetypicalbarriers
experiencedbytransitioningprofessionals.Sincetherewassuchahighfocuson
developingasenseofcommunityamongthestudentsandintheirclassroominstruction,
thisextendedtotheothermembersofMichael’sfamily.Hisdaughterbegancallingthe
studentsinthecommunity,“Kids,”andthechildrenatherdaycarefacility,“Friends.”
Michael’sspousereportedenjoyingtalkingtostudentsknowingallofthecommunity
members’nameseachyear.Severaloftheserelationshipsformedwithintheresidence
hallshavepersistedafterthestudents’graduations.Theyhaveattendedseveraloftheir
formercommunitymembers’familyevents,weddings,siblingperformances,etc.
Published in WORK 52 (2015) 497‐501 DOI:10.3233/WOR‐152197 IOS Press 11 Janet.Janetexperiencedmanyimpactsonherpersonallife.Shereportedthetwo
mostprominentwereanincreasedphysicalactivitylevelandanincreaseinthetimeshe
spentoutdoors.Theapartment,althoughbeautifullyappointedandwithaviewoftheriver,
wassmallandshebeganreallyspendingsignificanttimeoutofdoorswithherdog,hiking,
bikingandskiing.Janetreportedthatthishelpedreplaceherneedtogarden,whichwas
simplynotpossiblelivinginathird‐floorapartmentfacingNorthandtheincreasedactivity
levelsignificantlyimprovedherfitnessandoverallsenseofwell‐being.
3.Discussion
Michael.Asajuniorfaculty‐member,elevatingteachingevaluationsand
maintainingahighlevelofresearchproductivityarecrucialforattainingtenure.Thisisnot
aneasytaskandcanbecompoundedwhenaddingahigherteachingloadandaservice
obligationaswell.Thereisasubstantialbuy‐out(20%)forbeingaFIRandsincetheinitial
confusionastohowthisadjustmentinworkloadwasperceivedbyvariouscolleagues;
Michaeldidnottakepartofthisworkloadadjustment.Hecontinuedtoteachhistypical
workloadandfocusonhisresearch.
Asajuniorfaculty‐memberlivingwiththeirstudents,Michaelfeltitwasimportant
tobereadilyaccessible.Hescheduledappointmentswitheveryoneofhiscommunity
membersandthecommunity’srespectiveprogramassistant.Thiswastoestablishan
individualrelationshipwithallthestudentsandtohavethisreciprocatedbyallthe
communitymembers.Havingtofiteverythingintoeveryone’sschedules,however,isan
impossibletask.Tocombatthis,communitymemberswererecommendedtoprovidetimes
inwhichtheydidnotwanttobedisturbed.Thiswasacriticalcomponentofpeoplehaving
theabilitytobetogetherasacommunityandstillhavetimeforhimselforherselfasan
Published in WORK 52 (2015) 497‐501 DOI:10.3233/WOR‐152197 IOS Press 12 individual.Withsomeresidents,orduringcertainperiodsoftheacademicyear(e.g.the
weekbeforefinals),personscouldbecomereclusive.Onestrategyadoptedtocombatthis
wastoscheduleend‐of‐the‐yearventuretrips.Thesetripswouldchallengecommunity
membersinvariousnewexperiences(white‐watercanoeing,rockclimbing,etc.)andhave
severallearningoutcomesimplementedduringthetrip.Thisallowedcommunity‐members
tointeractoutsideofthetypicalresidencehallsframework.Amajorityofcommunity
participantsdeemedthesetripstobethemostpowerfulexperiencethroughouttheyear.
Janet.Asanassociatedean,partofherjobistoimprovestudentretention;sobeing
aFIRfitinverywellwithherjobdescriptionandwithherresearchagenda.Asdescribed
earlier,ithashelpedherseehowsociallearningtheorycanbeusedtohelpengineerskeep
theirmotivation,learnandachieveeventualgraduation.Theengineeringeducation
communityforatleastadecadehasbeguntoapplysociallearningtheoryinvarious
situations[3].JanetisthePrincipleInvestigatorforaNationalScienceFoundationgrant
whichhasthespecificaimsofincreasingfirst‐time,full‐timeretentionofSTEMmajors,
withthegoalofincreasingthenumbersofstudentswhoattainthesedegrees,soastohelp
meetthenation’sworkforceneeds.WhatshelearnedasFIRhashelpedleverageherefforts
inthisregard.
Janetfoundlivingintheresidentialcommunitytoattimesmakeherfeelasthough
shehadaninfiniteamountofunfinishedwork,asattheendofthedaytherewasthe
remaining“work”ofspendingtimewiththeresidents.Thiswasnotanimperative,but
ratheraself‐generatedfeelingofresponsibility.Shedidn’tactuallydothisattheendof
eachday;ratheritwasafeelingof“maybeIshouldgoandseewhoisoutinthelounge,or
propmydooropenforawhiletoseeifanyonewouldliketoseeme.”Thepresenceofthe
Published in WORK 52 (2015) 497‐501 DOI:10.3233/WOR‐152197 IOS Press 13 ProgramAssistant–astudentwhosupportedherasFIR,whoreportedtotheAssistant
Director,andwhowasresponsiblefortouchinginweeklywitheachresident,immensely
helpedwiththisfeelingofunfinishedwork.Sometimesshewondered,“AmIdoingagood
jobofbeingFIR?”andwouldthenanswerherownquestion:“Ofcourseyouare.Youare
livingwith18undergraduatefreshmenengineeringandcomputersciencestudents!”
4.Conclusions
Asmightbeexpected,twodifferentperspectivesofbenefitsandgainsexpressedby
theseFIRsvarygreatly,onebeingatenure‐trackfacultyinthebeginningofhiscareerand
anotherbeinganestablishedscholarplayinganadministrationrolewithinacollege.Each
oftheparticipantsfacedchallengeswiththedemandsofparticipatinginaliving‐learning
program(e.g.lackofprivacy,smalleraccommodations).Althoughthesedemandsdifferdue
tofactorssuchas:seekingtenure,familialobligations,livingarrangementsand
administrativeduties.Bothsubjectsreportedtheexperienceaspositive.
Eachsubjectpresentedinthiscasestudyfoundtheexperiencetoberewardingona
professionallevel.Theoverallbenefitsofparticipatinginalive‐inprogramoutweighed
anyofthechallengestheyfaced.Bothsubjectsreportedthatthisexperienceaffectedtheir
professionalpracticesinapositivefashion.Theyexperiencedgainsintheirteaching,an
increasedunderstandingofhowtheuniversityoperatesasawhole,anincreased
awarenessofneedsoftheirstudents,andagreaterunderstandingofuniversityresources
availabletoallstudents.Thesepersonalgainsreinforcetheliving‐learningprogramgoals
aswell,which,focusonincreasedstudentlearningandretention.Albeit,neitherMichael
norJanetfeeltheyareresponsibleforanyonestudents’successattheuniversity.Their
activepursuitofparticipatinginasuccessfullive‐inprogramcontributedtothesuccessof
Published in WORK 52 (2015) 497‐501 DOI:10.3233/WOR‐152197 IOS Press 14 manyoftheirresidents.MichaelsuccessfullyreceivedtenureandpromotiontoAssociate
Professorhislastyearofresidency.JanetreturnedtoherdutiesasAssociateDeanforthe
CollegeofEngineeringandiscontinuingherresearchpursuitsonstudentsuccessand
retention.
Itisourhopethiscaseofferssomeinsighttothepossiblegainswhenadoptingthis
uniqueexperiencewithhigher‐educationlearnersandinstructors.Ifyouareagraduateof
anyuniversity,thinkbacktoyourfavoriteprofessorsandaskyouryoungerself,“Iwonder
whattheywouldbelikeasaneighbor?”
Acknowledgements
[Editedforthereviewprocess]
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