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Purpose: Faculty-in-Residence (FIR) programs are implemented based on research that shows positive effects on student success when students interact with faculty outside of the classroom. However, most research is limited by cross-sectional studies of only students and does not look at the Faculty-in-Residence programs from a holistic perspective that investigates the impact on faculty. This study focuses on the impact, not only on students over time but additionally on the perceived impact on faculty who participate in Faculty-in-Residence programs. Methods: We examined the effect of FIR programs at a large, public California university on both student success (i.e., cumulative grade point average, retention, and credits earned per unit attempted) as well as student experience (i.e., based on data from the National Survey of Student Engagement). Results: The quantitative results confirm the literature that faculty-student interactions outside of the classroom are statistically signi

United statesNational survey of student engagementNational surveyStudent engagementFaculty student engagementLiving learning communitiesFaculty in residenceStudent successStudent experienceResidential learning communities