This document discusses living learning communities (LLCs) at various universities. It provides an overview of LLCs at Bridgewater State University organized by academic focus (Honors, Community Service, Science and Math). Interviews with students and advisors at BSU and Babson College discuss the benefits of LLCs in helping students form connections and feel less isolated. An effective LLC model is proposed based on theories of student development, emphasizing clear goals, inclusion of faculty, and balancing bonding within the community with connections beyond it.
Presented at the Service to Leadership workshop - TSU AWC on Monday, August 22, 2011 by Dr. Sue Fuller, director, Center for Service Learning and Civic Engagement at TSU.
Welcome to International Journal of Engineering Research and Development (IJERD)IJERD Editor
call for paper 2012, hard copy of journal, research paper publishing, where to publish research paper,
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals
Presented at the Service to Leadership workshop - TSU AWC on Monday, August 22, 2011 by Dr. Sue Fuller, director, Center for Service Learning and Civic Engagement at TSU.
Welcome to International Journal of Engineering Research and Development (IJERD)IJERD Editor
call for paper 2012, hard copy of journal, research paper publishing, where to publish research paper,
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals
Training and Enrichment: Designing and Implementing A Four-Year Developmental...Bonner Foundation
This presentation covers how a college or university based Bonner Program or civic engagement program can design and implement a comprehensive four-year calendar of education, training, and reflection for civic engagement. It offers three approaches, including one that uses the AAC&U VALUE Rubrics for outcome-based design. This includes extensive training on diversity, team and project management, and other leadership skills.
It explains how to use the comprehensive set of available and free trainer guides from the Bonner Foundation. It addresses how student leaders can help to both design and lead these sessions - as well as how community partners and faculty can be involved. For more information, contact Ariane Hoy at ahoy@bonner.org or the Bonner Foundation.
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During the summer High-Impact Institutes, teams spend about half of the time working collaboratively to create their strategies and plans for making civic engagement and community engaged learning deeper, more pervasive, and more integrated. This includes identifying new or existing high-impact educational practices (like First Year Experience or Internships) to connect with community engagement. It also includes finding ways to create, deepen and enhance community partnerships so that they integrate high-impact community engagement practices (like Place, Voice, Reciprocity, Sequence, Teams, and Inquiry).
Towards the end of the Institute, teams present their plans for feedback from other teams (peers) and coaches, reinforcing the learning community. In 2014, teams from Cohorts 1 and 2 presented their plans visually, on display boards, and networked with others to explain them in a charette session. Teams from Cohort 3, which began in 2014, then presented the next day verbally (not pictured).
These slides and photos capture some of the teams' plans and displays.
Strategic Planning for Community Engagement with Maryville CollegeBonner Foundation
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We were joined by Rhonda Fitzgerald of Sustained Dialogue Institute, a national partner based in Washington DC that helps people to transform conflictual relationships and design change processes around the world. Sustained Dialogue Institute defines dialogue as “listening deeply enough to be changed by what you learn.” This presentation introduces key aspects of the philosophy and approach.
On February 25, 2022, representatives from seven colleges and universities in the Bonner Network met for the launch of the Bonner Pathways Project. These institutions share an aspiration to make civic learning and democratic engagement embedded in their institutional fabrics, such that 25% of graduates will have deep, multiyear experiences culminating in community-engaged capstone level work. These experiences have a proven link with student retention, success, learning, well-being, and post-graduate outcomes. This Community of Practice will work over the next several years to reach its goal, developing models for higher education. This project is led by the Bonner Foundation team, including Bobby Hackett, Ariane Hoy, Rachayita Shah, Liz Brandt, Arthur Tartee, and Kristi Cordier.
Introduction to Bonner High-Impact Initiative Learning OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Learning Outcomes, used at the High-Impact Institute Summer 2013; introduces key learning outcomes, as adapted from rubrics for civic engagement, integrative learning, and creative thinking, that may provide a set of shared student learning outcomes for high-impact projects connected to community engagement.
Introduction to Bonner High-Impact Initiative Capacity Building OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Capacity Building Outcomes, used at the High-Impact Institute Summer 2013; introduces key community-oriented outcomes, as adapted from metrics for non-profit and community capacity building, in areas like program development, research, evaluation, communications and outreach, resource development, and community impact.
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These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
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A presentation for the University of Pennsylvania Higher Education Leadership Conference in January 2022. This presentation explores the effects of the COVID-19 pandemic on higher education through a lens of ageism, ethnicity, race, gender, and other aspects of social identity and justice. Developed based on research and experience by Carol Kalin (University of Pennsylvania), Jamille Nagtalon-Ramos (Rutgers University) and Ariane Hoy (Bonner Foundation).
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European tourism offices and social networks. A study of www.europeanbestdest...maximilien lejeune
The study examines the use of social media by European tourism offices located in the European geographical area. Specifically, it looks at how they use Facebook, Twitter, Youtube, Pinterest, Instagram, Flickr and Google +).
The aim is to obtain a precise picture of this environment, to gain knowledge of the importance of each social network, the extent of their use by European Tourism Offices and the number of users, followers and views which they generate.
The study enables tourism offices to compare their results with similar sized offices and also to find out which of the offices are particularly successful and which show a deliberate policy to establish an active presence on the social networks. The study encompasses 213 destinations across Europe.
Training and Enrichment: Designing and Implementing A Four-Year Developmental...Bonner Foundation
This presentation covers how a college or university based Bonner Program or civic engagement program can design and implement a comprehensive four-year calendar of education, training, and reflection for civic engagement. It offers three approaches, including one that uses the AAC&U VALUE Rubrics for outcome-based design. This includes extensive training on diversity, team and project management, and other leadership skills.
It explains how to use the comprehensive set of available and free trainer guides from the Bonner Foundation. It addresses how student leaders can help to both design and lead these sessions - as well as how community partners and faculty can be involved. For more information, contact Ariane Hoy at ahoy@bonner.org or the Bonner Foundation.
High-Impact Projects at a Glance: Displays from the 2014 InstituteBonner Foundation
During the summer High-Impact Institutes, teams spend about half of the time working collaboratively to create their strategies and plans for making civic engagement and community engaged learning deeper, more pervasive, and more integrated. This includes identifying new or existing high-impact educational practices (like First Year Experience or Internships) to connect with community engagement. It also includes finding ways to create, deepen and enhance community partnerships so that they integrate high-impact community engagement practices (like Place, Voice, Reciprocity, Sequence, Teams, and Inquiry).
Towards the end of the Institute, teams present their plans for feedback from other teams (peers) and coaches, reinforcing the learning community. In 2014, teams from Cohorts 1 and 2 presented their plans visually, on display boards, and networked with others to explain them in a charette session. Teams from Cohort 3, which began in 2014, then presented the next day verbally (not pictured).
These slides and photos capture some of the teams' plans and displays.
Strategic Planning for Community Engagement with Maryville CollegeBonner Foundation
The Bonner Foundation is pleased to support Maryville College in its strategic visioning and planning for community engaged learning at Maryville College (TN). Ariane Hoy and Liz Brandt are working with the Center for Community Engagement.
Sustained Dialogue Presentation from Rhonda Fitzgerald.pptxBonner Foundation
We were joined by Rhonda Fitzgerald of Sustained Dialogue Institute, a national partner based in Washington DC that helps people to transform conflictual relationships and design change processes around the world. Sustained Dialogue Institute defines dialogue as “listening deeply enough to be changed by what you learn.” This presentation introduces key aspects of the philosophy and approach.
On February 25, 2022, representatives from seven colleges and universities in the Bonner Network met for the launch of the Bonner Pathways Project. These institutions share an aspiration to make civic learning and democratic engagement embedded in their institutional fabrics, such that 25% of graduates will have deep, multiyear experiences culminating in community-engaged capstone level work. These experiences have a proven link with student retention, success, learning, well-being, and post-graduate outcomes. This Community of Practice will work over the next several years to reach its goal, developing models for higher education. This project is led by the Bonner Foundation team, including Bobby Hackett, Ariane Hoy, Rachayita Shah, Liz Brandt, Arthur Tartee, and Kristi Cordier.
Introduction to Bonner High-Impact Initiative Learning OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Learning Outcomes, used at the High-Impact Institute Summer 2013; introduces key learning outcomes, as adapted from rubrics for civic engagement, integrative learning, and creative thinking, that may provide a set of shared student learning outcomes for high-impact projects connected to community engagement.
Introduction to Bonner High-Impact Initiative Capacity Building OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Capacity Building Outcomes, used at the High-Impact Institute Summer 2013; introduces key community-oriented outcomes, as adapted from metrics for non-profit and community capacity building, in areas like program development, research, evaluation, communications and outreach, resource development, and community impact.
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
The Pandemic and Social Change: Ageism and Intersectional DisparitiesBonner Foundation
A presentation for the University of Pennsylvania Higher Education Leadership Conference in January 2022. This presentation explores the effects of the COVID-19 pandemic on higher education through a lens of ageism, ethnicity, race, gender, and other aspects of social identity and justice. Developed based on research and experience by Carol Kalin (University of Pennsylvania), Jamille Nagtalon-Ramos (Rutgers University) and Ariane Hoy (Bonner Foundation).
Workshop Description from Program: The COVID 19 pandemic has exacerbated longstanding disparities in many aspects of American life—from healthcare to higher education.The presenters in this session were co-authors, along with Susan Klusmeier (C15), of a paper on ageism assigned in Dr. Shaun Harper’s last class on diversity, equity, and inclusion at Penn GSE. Entitled “Consider Gina:A Case of Intersectionality of Age, Gender, and Ethnicity in Higher Education,” the paper focused on the problems younger minoritized professionals encounter as they advance in their careers. A literature review revealed that ageism differs from other aspects of identity in that it can be said to transcend culture. During the pandemic, notably, vaccines and other medical interventions were explicitly rationed based on chronological age. In higher education, statistics reflect steep declines in community college attendance, important to social mobility for lower-income students, while at the other end of the spectrum, returns on the large endowments of elite schools are breaking all previous records.After a summary of the paper and some brief comments on ageism and long-term disability in higher education, we offer an update on social justice work at colleges and universities as well as an overview of the pandemic’s impact on academic medicine.
European tourism offices and social networks. A study of www.europeanbestdest...maximilien lejeune
The study examines the use of social media by European tourism offices located in the European geographical area. Specifically, it looks at how they use Facebook, Twitter, Youtube, Pinterest, Instagram, Flickr and Google +).
The aim is to obtain a precise picture of this environment, to gain knowledge of the importance of each social network, the extent of their use by European Tourism Offices and the number of users, followers and views which they generate.
The study enables tourism offices to compare their results with similar sized offices and also to find out which of the offices are particularly successful and which show a deliberate policy to establish an active presence on the social networks. The study encompasses 213 destinations across Europe.
Ebook Ngân hàng câu hỏi Olympia 2016 mô phỏng lại gameshow Đường lên đỉnh Olympia được tất cả các thế hệ học sinh Việt Nam yêu mến và mong ước được trinh phục ngọn núi này. Mời các bạn cùng tìm hiểu để nắm bắt nội dung thông tin tài liệu.
Gcsv2011 developing high quality service learning-weaver and wojkovichServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
Administrator Strategy Session: Campus and Community Change for Bonner Summer...Bonner Foundation
This session, facilitated by David Roncolato and Ariane Hoy, will engage administrators in discussing some case studies and scenarios that relate to their efforts in advancing community engagement and its integration with curriculum, faculty, partnerships, and student work.
Ecology of Education and Service-Learning: Perspectives on teaching & learningOhio Campus Compact
Presentation includes an introduction to Service-Learning; Strengths of Service-Learning, Outcomes & Strengths of Service-Learning and basics of creating a Service-Learning course syllabus
A framework for raising and supporting the dreams of young people in regional...Wes Heberlein
Young people in regional and rural areas of Australia are entering an ever-changing, highly technological and complex world after school. This challenging environment can limit their opportunities to successfully engage in the world of work. These significant disruptions have challenged the previously held notions of career preparedness for school students and reinforced geographical disadvantage experienced by those in regional and rural Australia. In taking a long-term outlook to future-proofing the career aspirations of the next generation, the CQUniversity Widening Participation Program designed a Learner Progression Framework for career development. The Framework supports students across upper primary and secondary school to understand challenges they face and use their increased awareness to navigate their path to the workforce. Through working in partnership with schools, programs were developed that were grounded in the four phases of the Learner Progression Framework; Introductory (Year 6 & 7), Personalised (Year 8-12), Transition (1st Year university) and Career (2nd- 4th Year university). This long-term immersive delivery of careers education programs to schools has resulted in building individual’s capacities for success in higher education. Fundamental to such careers education programs are raised aspirations and increased self-awareness. This authentic connection between the school and higher education sectors represents a genuine engagement to create a future that works for young people in regional and rural Australia through acknowledging young people’s voice and engendering confidence in their aspirations.
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Impact of Ethnobotany in traditional medicine,
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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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. INTERVIEW WITH MONICA COHEN
2nd Year Area Director in First Year Area
Coordinator of LLC
Teacher for the FYS Class
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
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. 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
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. 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
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. 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. 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. 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. 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. 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. 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. 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. 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?!?!?!
Editor's Notes
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