The purpose of this phenomenological study was to examine the effects that faculty who live in residence with college students perceive result from their experience. This study examined the perspectives from current and recent residential faculty members. Data were gathered through individual structured interviews with current and former residential faculty who gave firsthand accounts of how they felt that experience impacted them. Literature consistently showed that faculty-student interaction is very important to the development and success of students (Astin, 1993). Research has clearly demonstrated positive outcomes that result for students. The present study was undertaken because there is a dearth of research, however, regarding this impact on the faculty members themselves. Given the importance of faculty-student interaction outside of the classroom (Lundberg, 2004), it is crucial to recruit faculty for these communities. Thus, more information regarding this experience will be valuable to faculty and administrators considering working with residential colleges. The study was conducted at a mid-sized private university in the Southeastern United States. The reason for this choice was the fact that this school has a 25-year history as a residential college system and utilizes 12-15 residential faculty members yearly. The researcher conducted interviews with 13 faculty members and coded and analyzed the data. The study findings indicated that the faculty perceived great benefits from serving as residential college faculty members. Perceived benefits as described by the participants included increased skill in teaching, feeling a sense of community, stronger relationships with other faculty members and students, and an increased affinity toward the university. While there were some challenges such as lack of training, institutional politics, and loss of privacy all participants in the study felt they gained from the opportunity and would do it again in the same situation. This study enhanced the limited formal knowledge available regarding how faculty experience living in residential colleges with students.

abstract: Colleges and universities have continued to refine their understanding of engagement, affinity, and retention. At Arizona State University (ASU), the goal has been to continually retain first-year students at a 90%+ retention rate. At ASU, two key aspects of the first-year experience have been employed to foster retention. First, ASU has grouped on-campus students so they lived in residential colleges, housing students with others in the same college, to aid retention of first-year students. Second, ASU has required first-year students to take a 101 class, an orientation to ASU resources (library, advising, etc.) and its community (student organizations, clubs, etc.). The residential college living experience has afforded students opportunities to intentionally engage in campus events, connect with other students, and develop a vision for success. The 101 class has provided students with opportunities to learn about resources and community that have enriched their first-year experiences. Together, these two key approaches have offered students pathways to building initial engagement at the institution. The current research study was conducted to examine the ways in which students became engaged during their initial semester at ASU. Student participants in this study all lived in the W. P. Carey (WPC) Residential College Community in Hassayampa Academic Village (HAV) and were enrolled in WPC 101—Student Success in Business. WPC 101 was focused on helping students navigate college and learn about campus resources. In the study, the researcher infused three Engagement Workshops into the WPC 101 curriculum alongside pre-existing assignments to afford students learning opportunities for a richer, deeper exploration and reflection on their first-semester experience. Students participated in a pre- and post-intervention survey, contributed written narratives and reflections, and six students completed individual interviews. Results of the study, particularly the qualitative results, indicated (a) quality of relationships, (b) ASU community, and (c) campus environment emerged as variables that served as the ‘roots of engagement’ for these first-semester students Thus, the current work extended previous research on engagement by identifying the initial developmental aspects of engagement among first-semester, university students. The discussion included detailed explanations of the results, limitations, implications for research and practice, lessons learned, and conclusions. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

abstract: Barrett, The Honors College at Arizona State University (ASU) serves as a universal role model for organizing the resources of an institution to support highly motivated and prepared students. In 2009, Barrett, The Honors College (Barrett) opened the nation's first purposefully designed undergraduate honors residential college campus. Given the current demand by other American higher education institutions who wish to better understand how Barrett emerged as a distinct and singular model for an honors residential college experience, this action research study explores the effectiveness of the decisions, execution and outcomes central to Barrett's development. Five senior administrators of college units or universities were interviewed and provided insight for constructing a design for how other honors programs and colleges can learn from the challenges and accomplishments presented in developing an honors college for the 21st century while replicating Barrett's success. The study is framed in the overall context of how Barrett actualizes the New American University at ASU in meeting the demand for producing students that can compete in a global marketplace. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2011

The purpose of this quantitative study was to examine the residential college system to determine if there was any association between campus crime and the residential house system. The specific problem of this study was to determine the effectiveness of the residential college system in mitigating campus violence. The intent of this study was to analyze the statistical relationship between crime reports from colleges and universities where on-campus housing was structured into residential colleges or house systems and crime reports from comparable colleges and universities without the residential design. Data collection consisted of a Web-based nationwide survey conducted annually by the U.S. Department of Education. Data collected for this study were for 2006. The 2 groups of institutions that made up the population for this study were 27 colleges that incorporated some variation of the residential college system or house system matched with 27 comparable institutions without the residential system. The results indicated there were significant differences between institutions with residential college systems and those without such systems for the on-campus aggravated assault offenses and the on campus residence halls aggravated assault offenses. Findings showed fewer aggravated assaults in the group of institutions with residential college systems. A 3rd statistically significant difference was found in the category of arrests for the on-campus residence halls liquor law violations, with the group of nonresidential institutions showing fewer arrests than those without the residential college housing design.

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