HomeAnnotated BibliographiesFaculty Factor A Model for Faculty Engagement in RLCs Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Capstone Experiences Conditions for Meaningful Learning Global Learning Internships Learning Communities Mentoring Service-Learning Student-Faculty Partnership Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Lundeen, Shannon B, and James C Penven. 2023. "A Model for Faculty Engagement in RLCs." In The Faculty Factor Developing Faculty Engagement with Living-Learning Communities, edited by Jennifer E Eidum and Lara Lomicka, 53-68. Elon, NC: Elon University Center for Engaged Learning.About this Book Chapter:This chapter describes common models of faculty involvement within residential learning communities (RLCs). It covers some of the advantages and disadvantages of the various types of faculty engagement in RLCs, recognizing different institutional needs. The authors then introduce a conceptual model of faculty engagement in RLCs, which organizes factors influencing faculty engagement in RLCs into four spheres: institutional context, organizational structure, professional motivations, and personal motivations.