LIVING LEARNING
COMMUNITIES
Jessica 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,...
BRIDGEWATER STATE UNIVERSITY LIVING
LEARNING COMMUNITY- HONORS COMMUNITY
First year
 Located in Woodward Hall
 Students ...
BSU- COMMUNITY SERVICE LEARNING
COMMUNITY
First Year
 Located in Woodward Hall
 Students that have a strong interest in ...
BRIDGEWATER STATE UNIVERSITY- SCIENCE
AND MATH COMMUNITY
Any age student can apply to participate
 Specifically for Scien...
ADVISOR INTERVIEW- MAX QUINN
Max is a Graduate Student at BSU
 Works with all of the communities in Woodward Hall
 In hi...
ADVISOR INTERVIEW- MAX


Each RLC has a different specific goal but the over
arching goal as Max defined it was a place t...
ADVISOR INTERVIEW- MAX
Feels that due to LLCs students feel a greater connection
to each other, their community, and campu...
INTERVIEW WITH CRISTY
Currently a first year student, living in the Honors
RLC
 Chose to live there- wanted to be with pe...
INTERVIEW WITH AUTUMN
Second year student who is no longer living in an
LLC, but participating as a SPA
 Lived in the Sci...
INTERVIEW WITH EVAN
Second Year Student who lived in community
service RLC first year, Science and Math RLC this
year.
 L...
INTERVIEW WITH SHANNON
Her favorite part was spending time with students
who had a common goal and mindset. She also is
in...
BABSON LIVING LEARNING COMMUNITY
First Year
 LLC for Incoming First Year Students
 Living Social Change
 Passionate Abo...
LIVING SOCIAL CHANGE
Live in the Same Hall in Mattos
 Share Their FYS Class Together
 Community Library (Books and Movie...
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, Develo...
MONICA CONTINUED


Programs




Speaker Series, Library, Passion Project

Disadvantages (Monica)


Possible Hyper Bond...
INTERVIEW WITH ROXY
Categorical Information
 Best Parts of LLC





Project (Cruickshank 5k Race), Having Class Togeth...
ROXY CONTINUED


Continue Living in LLC


Yes




Connected To Overall Community


Yes




Made Friends, More Struc...
ROXY CONTINUED


Confusion/Adjustments
Confused by Meaning of Living Social Change
 “Why Was I Picked?”
 Want More Orga...
INTERVIEW WITH IRFAAN
Categorical Information
 Best Parts of LLC




Having Class with Floor Mates





Walking Toge...
IRFAAN CONTINUED


Continue Living in LLC


Yes




Connection with Overall Environment


Yes




Sophomore Year

S...
IRFAAN CONTINUED


Confusion/Adjustments
Brainstorm what is Living Social Change
 More Projects






Innovative Proj...
TAKEAWAYS FROM INTERVIEWS
Allows Students an environment where they felt
connected immediately
 No hyper bonding
 Develo...
LIMITATIONS
Students were accessed through their advisor
 Male/ female ratio
 Different LLCs foster different relationsh...
OUR THEORY- THEORY OF EFFECTIVE FIRST YEAR
LIVING LEARNING COMMUNITY
Behind the Scenes

Compare LLC to Overall College
Env...
OUR THEORY- THEORY OF EFFECTIVE FIRST YEAR
LIVING LEARNING COMMUNITY
In the LLC with the Students
Allocate Students To Col...
FROM PERRY
Dualism to Multipicity
 That is involved in LLC development depending on
the goals of the LLC
 Explaining goa...
FROM CHICKERING


Developing Mature Interpersonal Relationships




Developing Purpose/Developing Integrity




Stude...
SCHOLOSSBERG’S TRANSITION THEORY
Situation – the LLC itself and the environment that
the students are in
 Self- Connectio...
CHALLENGE AND SUPPORT
Support in the fact that the relationships in the
community are closer, and there are stronger
relat...
WORKS CITED


Pike, G. R. (1999). The effects of residential
learning communities and traditional residential
living arra...
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  • Advises all communities in Woodward HallWorks with six person RA staff as well as Programming Assistant’s for each community and Senior Programming Assistant’s for each community
  • Stated that the goals were to benefit from living with residents who were serious science and math students, have people in courses that were similar or even the same to help you in one community, participate in residential programming, and connect with facultyWould change how involved the staff was. She felt that the staff needed to better promote team building and relationship building to get the floor to be a strong community. She also would have liked the faculty to be more involved so they could be a part of this community.
  • Lived in the Service Based Learning community freshman year, now lives in the brand new Social Justice Community in Scott Hall as a second year student. Also works as a SPA for the Service Based LLC
  • LLC Presentation

    1. 1. LIVING LEARNING COMMUNITIES Jessica Karner and Jon Ladino
    2. 2. VIDEO University of Prince Edward Island  LLC 
    3. 3. 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).
    4. 4. 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 
    5. 5. 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 
    6. 6. 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 
    7. 7. 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 
    8. 8. 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.
    9. 9. 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 
    10. 10. 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 
    11. 11. 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 
    12. 12. 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. 
    13. 13. 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. 
    14. 14. 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 
    15. 15. 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 
    16. 16. INTERVIEW WITH MONICA COHEN 2nd Year Area Director in First Year Area  Coordinator of LLC  Teacher for the FYS Class 
    17. 17. 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
    18. 18. MONICA CONTINUED  Programs   Speaker Series, Library, Passion Project Disadvantages (Monica)  Possible Hyper Bonding, Not Enough Time to Dedicate to LLC Development
    19. 19. 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
    20. 20. ROXY CONTINUED  Continue Living in LLC  Yes   Connected To Overall Community  Yes   Made Friends, More Structured, Interaction Skills Part of Babson Experience, Class With People Not in LLC, Learning Points  Learning How to Live Together, Feeling of Community
    21. 21. ROXY CONTINUED  Confusion/Adjustments Confused by Meaning of Living Social Change  “Why Was I Picked?”  Want More Organized Events for LLC   Camping Trip
    22. 22. 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
    23. 23. IRFAAN CONTINUED  Continue Living in LLC  Yes   Connection with Overall Environment  Yes   Sophomore Year Sees LLC as Backup to Community, Not too Central Learning Points  Learn About Diversity (On/Off Campus), Benefit All People
    24. 24. 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
    25. 25. 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 
    26. 26. 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 
    27. 27. 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
    28. 28. OUR THEORY- THEORY OF EFFECTIVE FIRST YEAR LIVING LEARNING COMMUNITY In 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
    29. 29. FROM PERRY Dualism to Multipicity  That is involved in LLC development depending on the goals of the LLC  Explaining goals will open their eyes 
    30. 30. FROM CHICKERING  Developing Mature Interpersonal Relationships   Developing Purpose/Developing Integrity   Students working together in both classroom and living communities Worthwhile goals Moving Towards Interdependence  Work together and trust themselves
    31. 31. 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. 
    32. 32. 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. 
    33. 33. 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?!?!?!

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