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

1. Engaging today’s college student
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 of Collaboration
• 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
Collaboration Best 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