Faculty-in-Residence Program

Colby offers an opportunity for faculty members to participate in our Faculty-in-Residence Program. This program provides faculty members a chance to cultivate relationships and integrate intellectual growth through programmatic initiatives beyond the classroom experience.

Program Description

Student and faculty interaction outside of the formal classroom setting is considered an essential characteristic of a vibrant campus’s intellectual life. Pascarella and Terenzini (2005) indicate that faculty-student interactions in residence halls, community centers, and dining facilities provide a bridge between formal academic programs and out-of-classroom learning and development activities for students. Research suggests that students experience benefits from such out-of-class interactions that include increased intellectual orientation, growth in autonomy and independence, increased interpersonal skills, and gains in general maturity and personal development. This opportunity is a chance for faculty to encourage and empower our students to think more about their overall well-being. It is a chance to guide them to become better local and global citizens who want to make a difference in the lives of others. Your generosity of time, wisdom, and experience, both personally and intellectually, will support our goals for a more inclusive and equitable community.


As a residential college, Colby places great emphasis and value on the learning that occurs outside of the classroom. The Faculty-in-Residence (FIR) Program is designed to support and enrich the living-learning environment within the residence halls and broader campus community. Through informal and formal interactions, the faculty resident is expected to serve as a visible and engaged member of the residence hall community to foster an inclusive environment in which students can develop and grow academically, intellectually, and personally.

Goals of the Position

  1. Provide formal and informal opportunities to deepen intellectual engagement in the residence halls
  2. Foster a diverse and inclusive community outside the classroom
  3. Promote personal and intellectual growth and development of students through regular formal and informal contact with faculty members
  4. Build strong connections with other faculty, staff, students, and community members

The faculty in residence position has three components through which program goals are achieved: community building, programming, and administration. Establishing, building, and maintaining comfortable, inclusive communities that foster student engagement and growth is the central mission of the Office of Residential Education and Campus Life. Faculty in residence are critical members of the team and expected to contribute to the mission, vision, and values of the office. While the time commitment may vary weekly, faculty residents are expected to spend 8-10 hours a week in their FIR role.

I. Community Building

A. Residents: Build community by living in the residence hall and interacting informally and formally with residential students on a regular basis. Create opportunities to engage with academic support programs. Provide academic expertise. Share interests and hobbies, and generally be available to students. Maintain an active presence with frequent visibility within the halls by meeting with students and attending programs and events planned by the residential education and campus life teams. FIR are also expected to function as a support network to our dean-on-call team.

B. Residential Living Team: The FIR is an integral member of the residential life team, supporting and supplementing the work of our student and professional staff. Faculty in residence will operate both independently and collaboratively with the residence life team, the campus life team, the community advisors (CAs), the area residential directors (ARDs), and student class representatives, and our faculty associates.

C. Faculty Engagement: Serve as a catalyst for the involvement of other faculty members to establish a residential community that is rich in social and intellectual content.

II. Programming

The faculty in residence are expected to bring an educational focus into the residence hall through the implementation (co-programming, attending, coordinating, hosting) of an average of four events per month during the academic year. Typically programs provide opportunities for intellectual, artistic, and social learning experiences. Examples include, but are not limited, to:

  1. Inviting another faculty member and a group of students to dinner
  2. Showing a movie in the faculty residence
  3. Organizing a group of students to attend a cultural event or lecture on or off campus
  4. Offering the FIR apartment to student groups for meetings or program events of their own
  5. Inviting a speaker lecturing elsewhere on campus to participate in an informal follow-up discussion
  6. Attending campus events with residential students
  7. Planning events during College breaks that don’t require students to leave campus (i.e. fall break, Thanksgiving)
  8. Engaging or participating in an alternative spring break

III. Administration

Faculty in residence are required to attend regular meetings to address concerns, plan events, and familiarize themselves with current issues in the residence hall and on campus. These meetings include supervision, dean of the college all-staff meetings, and FIR group meetings. In addition, faculty in residence will attend selected training sessions during community advisor and professional staff training in August to establish relationships with staff and to develop an integrated approach towards residential education at Colby. Other responsibilities include providing reports at the end of each semester of faculty-in-residence activities and budget allocations to the director of residential education and campus life; maintaining and allocating the faculty-in-residence budget; and tracking budget spending and submitting receipts in a timely manner according to stated processes.

IV. Specific Responsibilities

  • Create a welcome letter to all residents to introduce yourself, family, and goals of the FIR program
  • Support dean-on-call staff, when appropriate
  • Attend regular staff meetings
  • Provide end-of-semester report
  • Communicate any residential irregularities to Facilities Services

The faculty in residence will work collaboratively with in-hall partners and other faculty to nurture the social and intellectual environment of the residential community. The faculty resident will live in the residence hall for the duration of the appointment, and the on-campus apartment must be the faculty member’s primary residence. FIRs on sabbatical are expected to live in the apartment and be an active presence in the community during the sabbatical period. If a faculty member is partnered/married, flexibility with living arrangements is possible during a sabbatical term if one partner/spouse remains in residence.

This is an academic year appointment beginning Aug. 1, 2020, and ending May 31, 2021. Faculty in residence are hired on an annual basis for a maximum of five years. Renewal is based on an annual review of performance and is solely at the College’s discretion.

Faculty can move in as of July 20, 2020.


Training and professional development opportunities will be provided and participation is required.

Faculty-in-residence participation counts toward the service expectations of faculty.

Faculty residents and their families serve as role models and educators and should not engage in behavior that would potentially have a negative effect on their credibility and effectiveness. The faculty resident contract is separate and independent from the faculty appointment and any terms and conditions that may govern such appointment.

Faculty members in residence can choose to end their appointments (one semester’s notice is requested). Termination of appointment for reasons that include unsatisfactory performance is done by the dean of the college.

Performance Review

Annual review of performance will consist of:

  • End-of-semester reports submitted by FIRs during each contract year
  • Annual FIR self-evaluation
  • Annual student survey results of residential life experience with FIRs
  • Review by FIR advisory committee of annual report and student evaluations


An unfurnished campus apartment is provided, with heat, basic cable, Internet, local phone service, kitchen, and a reserved parking space. The faculty resident receives a full meal plan, and families receive $500 a semester for use in the dining halls. Certain pets are allowed in accordance with the pet policy.


The FIRs will report directly to the dean of students.


  • Strong commitment to faculty-student interaction both in and outside the traditional classroom
  • Must have completed at least one full academic year.
  • Demonstrated commitment to building positive relationships with diverse college students both in formal academic settings and in a cocurricular context
  • A continuing appointment at Colby College
  • Proficiency at planning and executing events
  • A genuine interest in living in undergraduate student residential communities
  • A commitment to fostering intellectual engagement and diversity and inclusion as integral elements of the residential experience

Selection Process

  1. Written application
  2. FIR selection committee interview. (Committee includes dean of students, associate director of campus life for residential education, a faculty resident, a staff member of Residential Life, a class dean, director of Pugh Center and students.) The committee makes recommendations to the dean of the college and the provost.
  3. Final selection is made by dean of the college in consultation with the provost.

Application Milestones

March 6th: Application deadline
Week of March 9th: Review of applications
Week of March 16th: Interview schedule
March 30th: Recommendations of FIR 2018
Week of April 6th: Selection, placement, offer letter
Friday, April 24th: Response from offer

Training, Notable Events, and Opportunities

FIR Apartment Move in Begins: July 20th Start date: August 1
  • Welcome to new FIR and welcome back to returning FIR
  • Workshops/Trainings
    • Title IX process and responsible employee training
    • Notice and connect or mental health first aid
    • Colby response team
    • CPR
    • Community development
    • Programming/budget
    • What to do if … (training/discussion on what FIR may encounter in the halls and how/when to intervene, establishing boundaries, etc.)
  • Class deans—partnering to support student success
    • Academic and support resources
    • The first-year transition opportunities
    • First-gen support and support programs for low-income students
    • Dean-on-call training
  • Other important resources
    • Security
    • Career advancement
    • Institutional research information about student experiences
    • Facilities Services
  • Engagement with Area Residential Directors (ARDs), Mid-August
    • First day of ARD training: Meet and greet
    • First day of CA training: Welcome dinner
  • Class of 2024 arrival day
    • Welcoming students to the residence hall
    • Welcome night events
  • Orientation
    • Participation in “Night At Home” event in residence hall<
    • First class teaching option


We seek a diverse group of full-time, continuing faculty who will work collaboratively with our residential staff to create thought-provoking, interactive, and educational environments in which students can live, work, and learn together. If you are interested in joining the Faculty-in-Residence (FIR) Program, please submit a CV and letter of application to the FIR selection committee by Friday, March 6, 2020. If you are partnered/married and your partner/spouse plans to live in residence with you, please have them submit a separate letter of application responding to the questions. Please upload all documents at the same time.

In your letter of application, please address the following topics:

  1. What interests you about the Faculty-in-Residence Program?
  2. What is your philosophy of residential education, including management of student behavior.
  3. What goals, aspirations and challenges do you see in advancing intellectual engagment in the residence halls?
  4. What specific programming ideas do you have for the downtown residence hall or Mayflower Hill?
  5. What role could civic engagement play in the residence halls?
  • Accepted file types: doc, docx, pdf.
  • Accepted file types: doc, docx, pdf.
  • Spouse/Partner Information

    Please provide the following if your spouse/partner plans to live in the apartment.
  • Accepted file types: doc, docx, pdf.