In a time when faculty face criticism for possible disengagement from undergraduate student learning, faculty-in-residence programs bring students and faculty together in a living-learning community. The benefits of such student-faculty interaction are known, but lesser known is how to develop those interactions. This case study provides an account of how Baylor University – a private, research university in the Southwest – underwent a paradigm shift from a Sleep-and-Eat Model of residential education to a Learning Model. The change in culture not only benefited students, but also led to the reconceptualization of professorial work for faculty in higher education.
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