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NASPA 2011: Social Justice Begins at Home
The document discusses strategies for engaging sophomore college students in a continued residential learning experience, particularly through a social justice living learning community (LLC) at Marquette University. It highlights the importance of collaboration among various stakeholders and the challenges faced while establishing effective community structures. Findings from a survey and qualitative study emphasize the need for a deeper understanding of student interactions, needs, and overall experience in such programs.
NASPA 2011: Social Justice Begins at Home
- 1. Engaging today’s collegestudent in a residential experience renee piquette dowdy | mary janz | jody jessup-anger
- 3. today’s Today’s College Student student • All existing living learning structure communities were for first year students assessment continue 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
- 4. 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 community continue 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
- 5. relevance Challenges ofCollaboration • Availability of many professionals structure • Many ideas with, at times, assessment continue their experience goals different end application • Different interests and conflict of interests best practice
- 6. 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
- 7. relevance CollaborationBest Practice • Clarify goals structure • Select key staff from the Provost’s office • Ensure committee members see the assessment potential continue their experience • Utilize resources and connections that application members have with other institutions • Research other programs best practice • Create an advisory board
- 8. relevance Course Design • Structuring classes structure –Connections across classes to promote integration of knowledge assessment continue theirexperience and experience –Faculty commitment to holistic application student learning • Service-learning as text best practice
- 9. relevance Integration in the Halls • RA Role structure • Advisory board • Justice Interest Groups assessment •Expectations continue their experience application • Retreat • Monthly community meetings best practice
- 12. Measuring the Experience 2010 Dorothy Day Survey (n=41) 0 10 20 30 40 50 60 70 80 90 100 Satisfying Relationships 82.9 17.1 Well Being Personal Devleopment 85.4 14.6 Intellectual Growth 78 22 Comfort in class Academic 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
- 13. 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 48.8 Interactions 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
- 14. Preliminary Findings – relevance Qualitative Study • Hierarchy of membership in the structure community assessment • Living-learning experience as a continue their experience catalyst for relationship building application • Conflict in the community was evident but avoided best practice
- 15. relevance Focus Group Results • Class feedback structure • Living experience assessment • Desire for retreat continue their experience • Need for greater interaction with application advisory board • Greater understanding of the best practice purpose and goals of the community
- 16. relevance Other Sources • Consolations/Desolations structure reflection in class assessment • EBI Data continue their experience application • Informally through Community Meetings and RA communication best practice
- 17. relevance Lessons Learned • Unique needs of sophomores • Navigating interdependence structure • Understanding own emerging identity • Roommate conflicts assessment • Creating shared continue their experience understanding of what is social justice application • Balance in structured vs. unstructured activities best practice • Participant recruitment efforts • Street Team • Referrals
- 18. relevance Advisory Board •Board members: Residence structure Life, Service Learning, Faculty, Resident assessment Assistants, Community continue their experience Service, Campus Ministry application •Meeting structure best practice •Communication with students •Planning and assessing the year
- 19. relevance structure What is happening with sophomore LLCs on other assessment campuses? continue their experience application Questions? best practice