faculty in residence logo“Both students and institutional environments contribute to what students gain from college. Thus, the key to enhancing learning and personal development is not simply for faculty to teach more and better, but also to create conditions that motivate and inspire students to devote time and energy to educationally-purposeful activities, both in and outside of the classroom.”  (Student Learning Imperative, 1996)


The Division of Student Affairs fosters experiential and personal development opportunities that engage and empower students in becoming life-long learners and responsible global citizens.
The Division operates on eight core values:

  • Collaboration
  • Community
  • Diversity and Inclusion
  • Leadership
  • Service
  • Sustainability
  • Health and Wellness
  • Intellectual Enrichment

Housing and Residence Life partners with students to enhance their college experience by providing:

  • A dynamic community that recognizes and celebrates diversity
  • Opportunities for student engagement through active learning and leadership
  • A supportive environment which appropriately challenges residents to develop academically and socially


The Faculty in Residence (FIR) program is sponsored by the Office of Housing and Residence Life, and aims to increase meaningful interactions between faculty and students. The FIR position is a live-in position designed to strengthen the connection between students’ curricular and co-curricular activities. In collaboration with Residence Life staff, the FIRs help to create an intentional residential education experience for UTC students. The mission of Residence Life is to enhance student’s college experience through active learning and leadership in a supportive environment that appropriately challenges them inside and outside the classroom. The FIRs serve to model these ideals by providing programs, dialogues, and initiatives that engage, support, and intellectually challenge students. Research shows that student engagement with faculty has a positive relation to students’ retention, satisfaction, and learning. Through informal and formal interactions, the FIR program helps students to know faculty on a deeper level, in both academic and social contexts.

The goal of the Faculty-in-Residence (FIR) Program is to provide both formal and informal resident-faculty interactions through educational programming, classes, individual and small-group advising, and casual association. These interactions provide students opportunities to approach and relate to faculty members on a more personal level, learn about resources, and enhance their confidence and ability to interact with all faculty members. We hope that UTC faculty members will integrate into the residential communities and work with student affairs staff and other faculty to facilitate student learning.



West Campus Faculty Apt.

Living Room

faculty in residence kitchen

West Campus Faculty Apt. 


faculty in residence bedroom

West Campus Faculty Apt.


Information and Guidelines for the Faculty-In-Residence Program

Research has shown that faculty programs in residence halls benefit students and the university as a whole. Students who have contact with faculty outside the classroom have higher retention rates leading to graduation (Astin, 1977; Bean, 1980), are more satisfied with college (Astin, 1977; Pascarella, 1980), and exhibit higher levels of achievement (Centra and Rock, 1971).
The faculty members involved with students in out-of-classroom experiences also benefit from the experience. Faculty gain a greater understanding of students’ needs, expectations, strengths and weaknesses that can lead to better structured academic expectations and challenges, and a reduction of misunderstandings (Pascarella, 1975).


American College Personnel Association (1996). Student learning imperative: Implications for student
affairs [Report]. Washington, DC: Author.
Astin, A.W. (1977). Four critical years. San Francisco: Jossey-Bass.
Bean, J.P. (1980). Dropouts and turnover: The synthesis and test of a causal model of student attrition. Research in Higher Education, 12, 155-187.
Centra, J., and Rock, D. (1971). College environments and student achievement. American Educational Research Journal, 8, 623-634.
Kuh, George D., Schuh, John H., and Thomas, Robert O. (1985). Suggestions for encouraging faculty student interaction in a residence hall. NASPA Journal, 22, 29-37.
Pascarella, E. (1980). Student-faculty informal contact and college outcomes. Reviews of
Educational Research, 4, 545-595.

  • To increase faculty presence and role modeling in the residence halls.
  • To provide opportunities for faculty and students to interact outside the classroom.
  • To provide a seamless transition between the classroom and the residence hall environment.
  • To increase personalization of the residence halls and the university community.
West Campus Housing and/or Lockmiller; working primarily with first year students through a living learning community, learning community, or first year experience course.

Faculty members serving as Faculty in Residence will provide academic engagement and enhancement opportunities for students outside the classroom. Focused on engaged student learning, the FIR will provide both formal and informal experiences for students to apply what they are learning in the classroom and advance their development as leaders, thinkers and entrepreneurs.

These expectations are designed to encourage regular interaction, collaboration and communication between the Faculty-in-Residence and their respective area residence life staff:

  • The Faculty-in-Residence will maintain a high level of visibility in the residence area and initiate informal contact with students (minimum 6 hours/week) The Faculty-in-Residence will establish and advertise office hours in their residence hall office (where applicable) and be available to residents during that time to assist with various issues on a walk-in or appointment basis. In addition, the Faculty-in-Residence will utilize the office space as an extension of his/her apartment, welcoming students during non- office hours as appropriate and conducive to workload.
  • The Faculty-in-Residence will create a written or video welcome for residents in the community to be shared around opening of the community (August).
  • The Faculty-in-Residence will plan and implement at least 2 formal complex-wide program per semester. Collaboration with residence life staff and/or residence hall association or community council is encouraged when planning and implementing these programs.
  • The Faculty-in-Residence and the Residence Life staff will meet at least once per month to discuss the residential community. At this meeting the FIR will provide updates on monthly events, office hours interactions and plans for future events. Residence Life staff will provide support for events and feedback about the community.
  • The Faculty-in-Residence will attend staff meetings, in-services, and recognition programs, as reasonably requested and schedule permits by the Residence Life staff.
  • The Faculty-in-Residence will participate in Residence Life staff training activities (July – August), opening day (August 15, 2019) in the residence halls, Operation Move In, Convocation, House Calls, and Welcome Week activities in the fall.
  • The Faculty-in-Residence does not have supervisory or operational responsibilities in the residence hall. The focus of his/her interaction is developmental and programmatic.
  • The Faculty-in-Residence is expected to support and abide by all University and Housing and Residence Life rules and regulations, as well as state and federal laws. The Faculty- in-Residence is also expected to conduct him/herself in a professional, legal, and ethical manner when dealing with students and staff.
    Questions regarding any of these expectations should be referred the Director of Residence Life.
The relationship between the Faculty-in-Residence and the Residence Life staff is one of support, cooperation, and collaboration. Regular communication to plan and share information is required. Residence Life staff will share information with the Faculty-in-Residence regarding staff selection, training, programming, staff development, and other staffing issues as necessary, and provide resources and on-going support.
The faculty member’s performance as a Faculty-in-Residence will be evaluated by the Director of Residence Life with input from academic program partners, residence life staff and residents. The Faculty-in-Residence and Director of Residence Life will discuss the program and individual performance at the end of the semester.
  • Compensation: $1,500/year professional development funding.
  • Apartment: The faculty member is provided a two-bedroom apartment, including rent, utilities, basic cable service, Internet, and local phone service. Furnishings are negotiable. The program does not cover the cost of moving, liability insurance for personal property, or long distance telephone charges. An inventory of the apartment will be conducted by the residence life professional staff member when the FIR moves in and again when s/he moves out. It is an expectation that the apartment is clean and all personal items removed when the FIR moves out.
  • Meal Plan: A meal plan for the academic year is provided and is to be utilized in part for the academic mission of the FIR program.
  • Spouse and Dependents: Residence Life welcomes spouses of graduate and full-time faculty and staff. Appropriate documentation must be submitted at least two weeks prior taking residency. Spouses not affiliated with the university must complete a background check prior to taking residency on campus.
  • Programming Funds: $2,500 - FIR will have a budget of approximately $1,250.00 per semester for use with the residents.
  • Office Space & Support: An office is provided in or nearby the residence hall community where available.
Residence Life fully acknowledges and supports the role of faculty in the academy. With this partnership we will enhance the academic process for both students and faculty by providing meaningful opportunities and engaging spaces for continued intellectual stimulation outside the classroom. The faculty member is responsible for communicating with his/her academic department about this role and will provide a signed Statement of Support document indicating acknowledgement and support from his/her Department Chair.
The Faculty-In-Residence program will be evaluated each year by the Director of Residence Life.

1. Selected FIR will sign a two-year renewable contract to be reviewed at the end of one year.

2. Residence Life will oversee the contractual agreement with the FIR, conducting reviews and evaluations for the FIR program.

3. The FIR will work collaboratively with a variety of Residence Life staff members and will utilize the Director of Residence Life or his/her primary contact for FIR program.

4. Training and professional development opportunities will be provided and participation is expected.

5. Faculty-in-Residence must abide by all Housing and Residence Life polices.


Faculty interested in the FIR program will submit:

  1. a completed application (below)
  2. signed Statement of Support from Department Chair
  3. curriculum vitae

to Valara Sample, Director Residence Life by February 28, 2019. Interviews will be conducted and will include Residence Life staff, appropriate academic program partners, and residents.


To apply, submit the application below or complete the PDF Application:

Below is the Question/Answer section of the application.

If your application will not submit after filling in the answer it may be due to a character limit within the box. In this case, please copy your answers into an email and send directly to Valara-Sample@utc.edu.

In the box below simply type "sent via email".

What interest you about the Faculty-in-Residence program? What special skills, qualities, or experiences would you bring to the program that would enhance the learning experiences of your residents?
Describe a meaningful out-of-class interation, program or mentoring you've experiences, either as a student or as a faculty member. How has this interaction influenced your own advising philosophy? How would this philosophy guide your role as a Faculty-in-Residence in providing similarly meaningful experiences with your residents?
Describe both an academic/intellectual program AND a cultural/social program you envision offering your residents, including how you would implement the programs and encourage student participation.


Student Reference Information

Other Reference Information