LIVING LEARNING COMMUNITIESJessica Karner and Jon Ladino

VIDEO

University of Prince Edward Island LLC

DEFINING AN LLC

“Students in residential learning communities had significantly higher levels of involvement, interaction, integration, and gains in learning and intellectual development than did students in traditional residence halls. Participation in learning communities directly enhanced students' involvement and interaction and indirectly promoted integration and gains; the nature of these indirect effects varied by outcome” (Pike, 1999).

BRIDGEWATER STATE UNIVERSITY LIVING LEARNING COMMUNITY- HONORS COMMUNITY

First year Located in Woodward Hall Students are in the honors program at BSU Connect with Honors Faculty There are Honors Programming Assistants

that put on both social and academic programs for students

BSU- COMMUNITY SERVICE LEARNING COMMUNITY

First Year Located in Woodward Hall Students that have a strong interest in

community service when they enter college Works with a staff partner in the Community

Service office at BSU There are programming assistants that put

on social and academic programs for students

BRIDGEWATER STATE UNIVERSITY- SCIENCE AND MATH COMMUNITY

Any age student can apply to participate Specifically for Science and Math majors on

campus Located in Woodward Hall Students are in contact with faculty members

for a variety of science and math departments.

Programs are put on by programming assistants

ADVISOR INTERVIEW- MAX QUINN

Max is a Graduate Student at BSU Works with all of the communities in

Woodward Hall In his second year working with the programs

ADVISOR INTERVIEW- MAX

Each RLC has a different specific goal but the over arching goal as Max defined it was a place to give students who share interests, academically or socially, a chance to live together and discuss those interests in a challenging setting.

ADVISOR INTERVIEW- MAX Feels that due to LLCs students feel a greater

connection to each other, their community, and campus because of LLC.

A limitation of LLCs is that students come in with specific expectations that cannot always be met

Because of the extensive staff that the LLCs have, two RAs per LLC, 2-4 PAs per LLC, and 3 SPAs in the building there are at least six programs for each community a month.

They do offer, and require, a one credit course to go along with each LLC

INTERVIEW WITH CRISTY

Currently a first year student, living in the Honors RLC

Chose to live there- wanted to be with people of like goals.

Feels more connected to the community then to college

She believes the goals of the Honors community is to form a community interested in academic excellence, form a sense of belonging and support, and to create connections with faculty

INTERVIEW WITH AUTUMN

Second year student who is no longer living in an LLC, but participating as a SPA

Lived in the Science and Math RLC Felt the best part was getting to know other

students with serious interest, and the study sessions that upperclassmen helped with

Found the biggest difference between RLC and regular community to be a special bond that forms in an RLC based on common interest

INTERVIEW WITH EVAN

Second Year Student who lived in community service RLC first year, Science and Math RLC this year.

Liked the opportunity to meet people with shared interest easily and live with them.

Felt that moving in a day early, meeting everyone in the RLC first, and then attending a class with them led to additional bonding. Compared it to a fraternity in some ways.

Could not clearly articulate the goals in his own words.

INTERVIEW WITH SHANNON

Her favorite part was spending time with students who had a common goal and mindset. She also is incredibly passionate about service so it was great for her to be able to address that in her community

Goals are to help students become involved, developing strong bonds with other students who share interests, fostering leadership skills and teamwork skills.

BABSON LIVING LEARNING COMMUNITY

First Year LLC for Incoming First Year Students Living Social Change Passionate About

Community Service Social Justice Social Responsibility

Work With Student Life & Office of Faith and Service

Students Are Selected by Babson

LIVING SOCIAL CHANGE

Live in the Same Hall in Mattos Share Their FYS Class Together Community Library (Books and Movies) Share in Group Projects or Opportunities to

Show Their Interest in Community Service, etc.

Allow Students to Allocate to Their New Surroundings Babson College (Campus Resources) New Students

INTERVIEW WITH MONICA COHEN

2nd Year Area Director in First Year Area Coordinator of LLC Teacher for the FYS Class

MONICA CONTINUED

Main Goal Engage Students, Help Transition, Connect

Residential Experiences to Classroom, Develop Students (Why am I Here? What is my Passion?)

Student Feedback Pride Right Away, Bonding Quickly with Different

People, Immediate Face Time with Faculty and Staff, Need a Common Space for Hang Out

MONICA CONTINUED

Programs Speaker Series, Library, Passion Project

Disadvantages (Monica) Possible Hyper Bonding, Not Enough Time to

Dedicate to LLC Development

INTERVIEW WITH ROXY

Categorical Information Best Parts of LLC

Project (Cruickshank 5k Race), Having Class Together

Goals of LLC Test Class, Unite Students With Same Goal

ROXY CONTINUED

Continue Living in LLC Yes

Made Friends, More Structured, Interaction Skills

Connected To Overall Community Yes

Part of Babson Experience, Class With People Not in LLC,

Learning Points Learning How to Live Together, Feeling of

Community

ROXY CONTINUED

Confusion/Adjustments Confused by Meaning of Living Social Change “Why Was I Picked?” Want More Organized Events for LLC

Camping Trip

INTERVIEW WITH IRFAAN

Categorical Information Best Parts of LLC

Having Class with Floor Mates Walking Together, Allows Opportunity to Get To Know

Each Other Community Like a Family, Open Environment,

Friendship Goals of LLC

Different Type of Thinking, Making Change, How to Benefit Other People

IRFAAN CONTINUED

Continue Living in LLC Yes

Sophomore Year

Connection with Overall Environment Yes

Sees LLC as Backup to Community, Not too Central

Learning Points Learn About Diversity (On/Off Campus), Benefit

All People

IRFAAN CONTINUED

Confusion/Adjustments Brainstorm what is Living Social Change More Projects

Innovative Project for Campus/Community, Community Service Projects

Apply Lessons Learned in Classroom

TAKEAWAYS FROM INTERVIEWS

Allows Students an environment where they felt connected immediately

No hyper bonding Develops a community of shared interest Goals not clearly described, but students

understand the overarching purposes Hands on projects make a big difference

LIMITATIONS

Students were accessed through their advisor

Male/ female ratio Different LLCs foster different relationships Low number of participants in interviews 1st Year of the LLC Only Three Months in LLC Interviewed 2 of 20 Students

OUR THEORY- THEORY OF EFFECTIVE FIRST YEAR LIVING LEARNING COMMUNITY

Behind the Scenes

Compare LLC to Overall College Environment•Collaborating with students in possible ideas of how their LLC can contribute to the overall College Community and do projects

Make Goals of LLC Clear•Use a selection process for the LLC or Make goals apparent on paper to students

OUR THEORY- THEORY OF EFFECTIVE FIRST YEAR LIVING LEARNING COMMUNITYIn the LLC with the Students

Allocate Students To College Environment•Orientation to College•Make sure they are comfortable with their overall environment•Faculty Staff Inclusion, Face time

Allocate Students in Community•Have students share a class, Have students participate in projects together that show the goals of the LLC, Have students live in same environment, preferably all three.•Allow students opportunity to interact with other students outside of LLC to avoid Hyper Bonding

Fostering Strong Relationships•Make sure there are strong relationships within the students by holding team building exercises, programming•Possibly adding an extra day of “orientation” for these students•Foster strong relationships with faculty so that students feel a connection by having socials for both, and having classes specifically with faculty related to the community

FROM PERRY

Dualism to Multipicity That is involved in LLC development

depending on the goals of the LLC Explaining goals will open their eyes

FROM CHICKERING

Developing Mature Interpersonal Relationships Students working together in both classroom and

living communities Developing Purpose/Developing Integrity

Worthwhile goals Moving Towards Interdependence

Work together and trust themselves

SCHOLOSSBERG’S TRANSITION THEORY

Situation – the LLC itself and the environment that the students are in

Self- Connection to LLC and how they view it Support – Faculty staff inclusion in the LLC Strategies- Format of the LLC and how the

students interact with it. Comparing class and the LLC environment.

CHALLENGE AND SUPPORT

Support in the fact that the relationships in the community are closer, and there are stronger relationships with Faculty, Staff and each other

Challenge because it adds another area for students to work in and adjust too when they come to college.

WORKS CITED Pike, G. R. (1999). The effects of residential

learning communities and traditional residential living arrangements on educational gains during the first year of college. PsycINFO, 40(3), 269-284.

Do we need to cite the interviews?!?!?!