Faculty lived-experiences in living-learning programs : a phenomenological analysis
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The purpose of this Interpretative Phenomenological Analysis study was to explore the lived-experience of faculty participating in a living-learning program (LLP). This study aimed to examine a sample of eleven tenure and non-tenure-track faculty participants’ experiences regarding involvement, responsibilities, and learning in the LLP. The perspectives and stories shared during the semi-structured interviews reflected motives for participating, understanding the holistic student, collaboration with various campus partners, and the desire to create change within the LLP experience. The emergent ...