The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - 43

Faculty and Staff Benefits in LLPs

likely to be involved, thus broadening the information about faculty involvement in LLPs. Finally, future research might explore the benefits for resident assistants who work in buildings that house LLPs. This study focused on the benefits that faculty gain by being involved, while previous studies have focused on the benefits for students living in LLPs. A study on the intrinsic and extrinsic benefits for resident assistants who work in LLPs would contribute to the body of knowledge about the benefits of these programs.

REFERENCES
Baldwin, R. G., & Krotseng, M. V. (1985). Incentives in the academy: Issues and options. New Directions for Higher Education, (51), 5-20. doi: 10.1002/he.36919855103 Bowen, Z. (1985). Faculty incentives: Some practical keys and practical examples. New Directions for Higher Education, (51), 33-43. doi: 10.1002/ he.36919855104 Clarke, J. H., Miser, K. M., & Roberts, A. O. (1988). Freshman residential programs: Effects of living-learning structure, faculty involvement and thematic focus. Journal of College and University Student Housing, 18(2), 7-13. Colwell, B. W., & Lifka, T. E. (1983). Faculty involvement in residential life. Journal of College and University Student Housing, 13(1), 9-14. Creswell, J. W. (2011). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Upper Saddle River, NJ: Pearson Education. Ellett, T., & Schmidt, A. (2011). Faculty perspectives on creating community in residence halls. Journal of College and University Student Housing, 38(1), 26-39. Froh, R. C., Menges, R. J., & Walker, C. J. (1993). Revitalizing faculty work through intrinsic rewards. New Directions for Higher Education, (81), 87-95. doi: 10.1002/he.36919938107 Gabelnick, F., MacGregor, J., Matthews, R. S., & Smith, B. L. (1990). Making learning communities work: Issues of implementation and sustainability. New Directions for Teaching and Learning, (41), 39-51. doi: 10.1002/tl.37219904105 Gappa, J. M., Austin, A. E., & Trice, A. G. (2007). Rethinking faculty work: Higher education’s strategic imperative. San Francisco: John Wiley & Sons, Inc. Garrett, M. D., & Zabriskie, M. S. (2003). The influence of living-learning participation on student-faculty interaction. Journal of College and University Student Housing, 32(2), 38-44.

CONCLUSION
Little research has focused solely on benefits for faculty and staff involved in LLPs. This study should be seen as a step forward in understanding the benefits of learning communities for all those involved. As more institutions develop LLPs, the need for more information and research on benefits for faculty and staff will increase. The present study suggests that faculty and staff receive several important intrinsic benefits but few extrinsic ones from their involvement in LLPs. It may be that faculty and staff involved in LLPs are motivated more often by intrinsic benefits than extrinsic ones. Student affairs and academic disciplines place a high value on internal motivation. Those who are driven by external factors may be less likely to be involved with programs that encourage learning by integrating in-class learning and out-of-class activities. These gaps in benefits need to be addressed as coordinators search for interested faculty and staff to become involved in the LLPs at their institutions.

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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1