title: Faculty-Mentor-in-Rez: The development of a new faculty-in-residence model.
abstract: Faculty-in-residence programs have long been touted as a successful way to provide for both intentional and casual out-of-the-classroom interactions between students and faculty. Despite research on the benefits to students and to faculty of such programs, academic commitments and lack of clarity around the role of live-in faculty has made recruiting of faculty a challenge. This case study provides an account of how McGill University, a publicly-funded, research-intensive university in Montreal, Canada, undertook the development and implementation of a new faculty-in-residence model that honored the long history of faculty living in McGill's residences, provided structured opportunities for faculty-student engagement, and reflected McGill's unique residence culture.
authors.forename: Ria
authors.initials: R
authors.lastname: Rombough
authors.forename: Janice
authors.initials: J
authors.lastname: Johnson
mesh_terms: D005178:Faculty; D006798:Housing; D006801:Humans; D008611:Mentors; D017145:Models, Educational; D019982:Organizational Case Studies; D016730:Program Development; D013334:Students; D014495:Universities
keywords: Engagement; first-year; living-learning communities; retention