Talking Stick - May/June 2015 - 55

initially lack. "I am very fortunate
to have current and former faculty
partners who are very strong allies for
our department and our work. They
are our best advocates among other
faculty and academic administrators,"
says Price.
Pauline Matthey, a lecturer in
the Department of Communication
Studies at Clemson, attributes her
involvement in the faculty-student
dining program to her associate
department chair, who regularly
spoke highly of his experience as a
faculty-in-residence. "Faculty don't
get messages about working with
student affairs or residence life staff.
It's not part of the dialogue. I hadn't
thought about going to the residence
halls, mostly because I don't see it
being done, so it wasn't something I
was being encouraged to do. It started
being part of the conversation when
the associate chair of my department
moved on campus. We wanted to
hear what he was doing. He invited
us to his apartment. This kind of
involvement wasn't in the picture
until someone I knew got involved,"
explains Matthey.
Faculty who participate in the
faculty-student dining program are
expected to interact with students two
to three times a week in the dining
areas on campus. Matthey most often
connects with her own students but
finds that they will sometimes bring
friends if what they want to talk
about is more casual. "I have found
a deeper connection with students.
The most meaningful part is seeing
how they are more willing to share
the outside-of-classroom experiences
they are having on or off campus.
They talk about their uncertainties,
positive or negative. If they feel they
can talk to me, I can direct them
to resources that may be helpful to
them. Sometimes they just want to
chat," says Matthey.
One key to the success of such
programs is education. Faculty
participants were given a lot of
information about the program

in advance: training about what
academic initiatives were in place in
residence life, who the staff members
were, available resources on campus,
and an outline of some of the
potential problems students might
want to talk about. "This program has
allowed me to learn about students'
experiences in a way I never would
in my classroom or during my office
hours. I feel so much more prepared
to help students," says Matthey.
For Price, the decision to include
faculty in training is an easy one.
"We believe it is critical to include

faculty in training, department
and division communication,
and in professional development
opportunities. Participating in a
webinar or attending a workshop or
conference is very important to help
faculty understand the broad and
often complex nature of our work
with students. We truly see them as
members of our team."
Student affairs and residence
life staff regularly receive messages
about the importance of reaching
across the aisle to collaborate with
faculty, though faculty aren't often

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