Relationships and Learning Beyond the Classroom Discussion Questions 1. In what ways does the typology of faculty-student interaction (Table 1) support holistic growth for students? 2. Which combination of the five categories in the typology is most needed for effective faculty-student interaction? Explain. 3. How might a faculty-in-residence (FIR) program facilitate academic and student affairs relationships on your campus? 4. What additional levels of training do faculty serving in FIR programs need to support residential students? Explain. 5. The authors note that we often " understand relationships between faculty and students through the binary thinking of academic versus social interactions. " How might an FIR be used to break down this dualistic approach? 6. Of the seven themes found throughout the study, which is most imperative for student success? Why? 7. Outline a quantitative study to extend this research. Discussion questions developed by Denise Davidson, Associate Professor, and Brianna Fulp and Nick Paseano, graduate students in the College Student Affairs program at Bloomsburg University of Pennsylvania. V O L U M E 4 7 , NO. 1 * 2 0 2 0 61