HomePublicationsSeries on Engaged Learning and TeachingThe Faculty FactorSection 2 Chapter 9: Fostering Faculty-Student Engagement in LLCs Book MenuThe Faculty Factor SectionsSection 1Section 2Section 3ChaptersIntroductionChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Forging ForwardBook Resources Contributors Buy in PrintISBN: 9781642672534January 2023 Jody E. Jessup-Anger and Mimi BenjaminWith vignette “An Indelible Mark” by Melissa Shew Living-learning communities offer a unique structure for faculty to engage with students in novel ways. In this chapter, the authors provide an overview of current research on faculty and student engagement in LLCs, offer a framework for considering how faculty might shape their engagement with students, and advance strategies for developing capacity for faculty-student interaction. In closing, the chapter offers ways to assess meaningful interactions between faculty and students. Discussion Questions What elements of the framework for faculty-student engagement in LLCs resonate with your experience? How might teaching need to transform for faculty and students to develop effective mentoring relationships? Using the Cox and Orehovec typology of student-faculty engagement, how would you characterize the interactions of Dr. Shew, the faculty member who wrote the chapter’s vignette? What structures can be put into place to scaffold meaningful faculty and student interactions? What critical roles might residence hall staff play in creating activities that promote faculty and student interaction? Referring to the vignette, how might a student in Dr. Shew’s class tell this story? What would be similar? What would be different? Share: