NASPA 2011: Social Justice Begins at Home

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Information and research shared at the NASPA 2011 conference regarding the Dorothy Day Social Justice living-learning community at Marquette University.

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NASPA 2011: Social Justice Begins at Home

  1. 1. Engaging today’s college student in a residential experiencerenee piquette dowdy | mary janz | jody jessup-anger
  2. 2. today’s Today’s College Student student • All existing living learning structure communities were for first year students assessmentcontinue their experience • Searching for ways to engage sophomore students in meaningful application activities best practice • Current living learning students were seeking a way to continue their experience
  3. 3. relevance Why a Social Justice LLC? • Significant way to live out Marquette University’s mission structure • Opportunity for students to share their talents with the neighboring Milwaukee assessment communitycontinue their experience • Natural collaboration among the academic programs, service learning and application residence life • Develop a community that benefits the residence hall as well as Marquette best practice community • Why Dorothy Day was selected
  4. 4. relevance Challenges of Collaboration• Availability of many professionals structure • Many ideas with, at times, assessmentcontinue their experience goals different end application• Different interests and conflict ofinterests best practice
  5. 5. relevance Stakeholders of the LLC • Residence Life Staff structure • Office of the Provost assessment • Faculty (Theology and Philosophy)continue their experience application • Service Learning • Center for Community Service best practice • Students
  6. 6. relevance Collaboration Best Practice• Clarify goals structure• Select key staff from the Provost’s office • Ensure committee members see the assessment potentialcontinue their experience• Utilize resources and connections that applicationmembers have with other institutions• Research other programs best practice• Create an advisory board
  7. 7. relevance Course Design • Structuring classes structure –Connections across classes to promote integration of knowledge assessmentcontinue theirexperience and experience –Faculty commitment to holistic application student learning• Service-learning as text best practice
  8. 8. relevance Integration in the Halls • RA Role structure • Advisory board • Justice Interest Groups assessment •Expectationscontinue their experience application • Retreat • Monthly community meetings best practice
  9. 9. Measuring the Experience 2010 Dorothy Day Survey (n=41) 0 10 20 30 40 50 60 70 80 90 100 Satisfying Relationships 82.9 17.1Well Being Personal Devleopment 85.4 14.6 Intellectual Growth 78 22 Comfort in classAcademic Interactions 87.8 12.2 Intellectual Discussion 68.3 31.7 Social Issue Discussin 58.5 41.5 Studied together 53.7 46.3 Assignments 46.3 53.7 Agree or Strongly Agree Disagree or Strongly Disagree
  10. 10. Measuring the Experience 2010 Dorothy Day Survey (n=41) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Relationship with staff RA cares 85.4 14.6 Hall staff dedicated 70.7 29.3 Event participation 43.9 56.1 Event organization 31.7 68.3 Service Learning Experience Personal growth 82.9 17.1 Social justice 80.5 19.5 Milwaukee Connection 65.9 34.1 Real world connection 65.9 34.1 Deepened course discussion 58.5 41.5 Deeper course work 51.2 48.8Interactions with Diverse Serious conversations with students of a different race/ethnicity 58.5 41.5 Students with differeing religious beliefs, political perspectives, values 63.4 36.6 Peers DDSJC encouraged diverse contact 43.9 56.1 Meaningful conversation about social justice with diverse peers 46.3 53.7 Shared personal feelings with diverse peers 39 61 Participated in cultural awareness events 22 78 Agree or Strongly Agree Disagree or Strongly Disagree
  11. 11. Preliminary Findings – relevance Qualitative Study• Hierarchy of membership in the structurecommunity assessment • Living-learning experience as acontinue their experience catalyst for relationship building application• Conflict in the community wasevident but avoided best practice
  12. 12. relevance Focus Group Results • Class feedback structure • Living experience assessment • Desire for retreatcontinue their experience • Need for greater interaction with application advisory board • Greater understanding of the best practice purpose and goals of the community
  13. 13. relevance Other Sources • Consolations/Desolations structure reflection in class assessment • EBI Datacontinue their experience application • Informally through Community Meetings and RA communication best practice
  14. 14. relevance Lessons Learned • Unique needs of sophomores • Navigating interdependence structure • Understanding own emerging identity • Roommate conflicts assessment • Creating sharedcontinue their experience understanding of what is social justice application • Balance in structured vs. unstructured activities best practice • Participant recruitment efforts • Street Team • Referrals
  15. 15. relevance Advisory Board •Board members: Residence structure Life, Service Learning, Faculty, Resident assessment Assistants, Communitycontinue their experience Service, Campus Ministry application•Meeting structure best practice•Communication with students•Planning and assessing the year
  16. 16. relevance structure What is happening with sophomore LLCs on other assessment campuses?continue their experience application Questions? best practice

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