Living Learning Communities Living Learning Communities OverviewOverview

Jerry OlsonJerry Olson

Director of Residence LifeDirector of Residence Life

Andrew BeckettAndrew Beckett

Assistant Dean of StudentsAssistant Dean of Students

July 18, 2006July 18, 2006

OutlineOutline

What are Living Learning What are Living Learning Communities (LLC’s)?Communities (LLC’s)?

Origins and Philosophical Origins and Philosophical FoundationsFoundations

History at MiamiHistory at Miami BenefitsBenefits ChallengesChallenges Reflection QuestionsReflection Questions

What are Living Learning What are Living Learning Communities?Communities?

StructuresStructures

CurricularCurricular– Coordinated Studies (Evergreen St.)Coordinated Studies (Evergreen St.)– FIGs (U of Oregon) & Linked Courses FIGs (U of Oregon) & Linked Courses

(Iowa St.)(Iowa St.)– Federated/Block Courses (Seattle Federated/Block Courses (Seattle

Comm. Coll)Comm. Coll)– FYE (USC)FYE (USC)

StructuresStructures

ResidentialResidential– Theme housing (e.g. Substance Free Floors)Theme housing (e.g. Substance Free Floors)– Academic (Interdisciplinary or major Academic (Interdisciplinary or major

focused) focused) – Student Created (Miami University) Student Created (Miami University)

Residential & CurricularResidential & Curricular– Residential colleges (Rice, Harvard, MSU)Residential colleges (Rice, Harvard, MSU)– FIGs (Iowa State)FIGs (Iowa State)– Connections (Ball St.)Connections (Ball St.)

Philosophical underpinningsPhilosophical underpinnings

Holistic/integrated approach Holistic/integrated approach Peer to peer interactionPeer to peer interaction Faculty-student interactionFaculty-student interaction Highly differentiated environments Highly differentiated environments

(a.k.a. commonality of purpose)(a.k.a. commonality of purpose) InvolvementInvolvement

Core PracticesCore Practices

CommunityCommunity DiversityDiversity IntegrationIntegration Active LearningActive Learning Reflection and AssessmentReflection and Assessment

– Smith, B., et. al. (2004). Learning Communities: Reforming Smith, B., et. al. (2004). Learning Communities: Reforming undergraduate education.undergraduate education.

OriginsOrigins MeiklejohnMeiklejohn

– Experimental CollegeExperimental College– UW Madison 1927-32 UW Madison 1927-32

Harvard Houses (1929) and Yale Colleges Harvard Houses (1929) and Yale Colleges (1931); Edward Harkness (1931); Edward Harkness

TussmanTussman– Experiment at Berkeley Experiment at Berkeley – Berkeley 1965-69Berkeley 1965-69

Evergreen State (early 70s)Evergreen State (early 70s) University of Oregon FIGs (1982)University of Oregon FIGs (1982) Adopted by many institutions in the early Adopted by many institutions in the early

ninetiesnineties

Student Learning ImperativeStudent Learning Imperative(ACPA, 1993)(ACPA, 1993)

““The concepts of ‘learning,’ ‘personal The concepts of ‘learning,’ ‘personal development’ and ‘student development’ and ‘student

development’ are development’ are inextricably inextricably intertwined and inseparableintertwined and inseparable. Higher . Higher education traditionally has organized education traditionally has organized its activities into ‘academic’ affairs its activities into ‘academic’ affairs

(cognitive development) and ‘student (cognitive development) and ‘student affairs’ (affective or personal affairs’ (affective or personal

development). development).

However this dichotomy has little However this dichotomy has little relevance to post-college life, where relevance to post-college life, where the quality of one’s job the quality of one’s job performance, family life and performance, family life and community activities are all highly community activities are all highly dependent on dependent on cognitivecognitive andand affectiveaffective skills.” skills.”

History at MiamiHistory at Miami1929 — Live-in faculty begin to conduct academic advising in the residence 1929 — Live-in faculty begin to conduct academic advising in the residence

hallshalls

1974 — The Western College Program was established1974 — The Western College Program was established

1983 — The beginning of Focused Learning Communities (FLC), precursor to 1983 — The beginning of Focused Learning Communities (FLC), precursor to Theme Learning Communities, in conjunction with the Honors DepartmentTheme Learning Communities, in conjunction with the Honors Department

1983-1992 — International Living Learning Center and Health Enhancement & 1983-1992 — International Living Learning Center and Health Enhancement & Lifestyle Management Programs were establishedLifestyle Management Programs were established

1993 — German Language Floor, Residential Service Learning, Academic 1993 — German Language Floor, Residential Service Learning, Academic Excellence Floor (precursor to the Scholastic Enhancement Program), Fine Excellence Floor (precursor to the Scholastic Enhancement Program), Fine Arts Interest Floor (precursor to the Celebrate the Arts Program), Arts Interest Floor (precursor to the Celebrate the Arts Program), Cooperative Living/Learning Center (no longer in existence), and the Cooperative Living/Learning Center (no longer in existence), and the Business Floor (no longer in existence), were all establishedBusiness Floor (no longer in existence), were all established

1995 — Women in Math, Science, & Engineering was established1995 — Women in Math, Science, & Engineering was established

1996 — Scholar Leader Program and Leadership, Excellence, & Community 1996 — Scholar Leader Program and Leadership, Excellence, & Community were establishedwere established

History at MiamiHistory at Miami1997 — Mosaic: Individuality and Diversity was established in conjunction 1997 — Mosaic: Individuality and Diversity was established in conjunction

with the College of Arts and Sciencewith the College of Arts and Science

1998 — Celebrate the Arts was established in conjunction with the School of 1998 — Celebrate the Arts was established in conjunction with the School of Fine ArtsFine Arts

1999 — Courses in Common was established (first known as Federated 1999 — Courses in Common was established (first known as Federated Learning Community)Learning Community)

2001 — Record 53% of first-year students and 12% of upperclass students 2001 — Record 53% of first-year students and 12% of upperclass students chose to participate in Theme Learning Communitieschose to participate in Theme Learning Communities

2001 — Addition of the French Language Floors2001 — Addition of the French Language Floors

2003 — Addition of the Environmental Awareness Program and the 2003 — Addition of the Environmental Awareness Program and the Technology and Society ProgramTechnology and Society Program

2004 — Addition of the Chinese Language Floors2004 — Addition of the Chinese Language Floors

2006– Addition of the Spanish Language Floors2006– Addition of the Spanish Language Floors

Miami University—Context Miami University—Context of LLCsof LLCs

Public, residential institution with a strong academic reputationPublic, residential institution with a strong academic reputation Approximately 16,000 students on Oxford campusApproximately 16,000 students on Oxford campus Undergraduate liberal arts focus on principles of: thinking critically, Undergraduate liberal arts focus on principles of: thinking critically,

understanding contexts, engaging with other learners, and reflecting understanding contexts, engaging with other learners, and reflecting and acting (Miami Plan Principles)and acting (Miami Plan Principles)

Six divisions—Arts & Science, Business, Education & Allied Six divisions—Arts & Science, Business, Education & Allied Professions, Engineering & Applied Science, Fine Arts, Professions, Engineering & Applied Science, Fine Arts, Interdisciplinary StudiesInterdisciplinary Studies

Mission of LLCs at Miami Mission of LLCs at Miami – create and extend student learning opportunities outside of the create and extend student learning opportunities outside of the

classroom classroom – integrate curricular with co-curricular experiences integrate curricular with co-curricular experiences – foster faculty and resident interactionfoster faculty and resident interaction– enhance both intellectual and personal growth of the residentsenhance both intellectual and personal growth of the residents

Miami’s LLCs 2006-2007Miami’s LLCs 2006-2007

Celebrate the ArtsCelebrate the Arts Chinese Language FloorsChinese Language Floors Communities of Inquiry (Honors and Communities of Inquiry (Honors and

Scholars)Scholars) Environmental Awareness ProgramEnvironmental Awareness Program French Language Floors French Language Floors German Language FloorsGerman Language Floors Health Enhancement & Lifestyle Management Health Enhancement & Lifestyle Management

(HELM)(HELM) International Living Learning CommunityInternational Living Learning Community

Miami’s LLCs 2006-2007Miami’s LLCs 2006-2007

Leadership, Excellence & CommunityLeadership, Excellence & Community MosaicMosaic Scholastic Enhancement ProgramScholastic Enhancement Program Spanish Language FloorsSpanish Language Floors Student Created ProgrammingStudent Created Programming Technology and SocietyTechnology and Society Western College ProgramWestern College Program Women in Science Disciplines, Women in Science Disciplines,

Engineering, and Mathematics (WiSDEM)Engineering, and Mathematics (WiSDEM)

Why LLCs?Why LLCs?

Who benefits and how?Who benefits and how?

LLC Benefits for Faculty/StaffLLC Benefits for Faculty/Staff

Offers a means for professional rejuvenationOffers a means for professional rejuvenation Provides an opportunity for faculty development Provides an opportunity for faculty development (content and pedagogy)(content and pedagogy) Creates mentoring opportunitiesCreates mentoring opportunities Helps faculty/staff better understand students via Helps faculty/staff better understand students via interactionsinteractions

Source: Goodsell Love, A. (1999). What are learning communities? In J. Levine, (Ed.), Source: Goodsell Love, A. (1999). What are learning communities? In J. Levine, (Ed.), Learning communities: New structures, new partnerships for Learning communities: New structures, new partnerships for learninglearning (pp. 1-8). Columbia, SC: National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina. (pp. 1-8). Columbia, SC: National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina.

LLC Benefits for StudentsLLC Benefits for Students

Deepens learning through active approach— Deepens learning through active approach— collaborative learning, reflection (explicitly making links collaborative learning, reflection (explicitly making links among disciplines), service and experiential learning, among disciplines), service and experiential learning, interdisciplinary inquiryinterdisciplinary inquiry Raises expectations for learning Raises expectations for learning Assists students in making connections to the campus Assists students in making connections to the campus and surrounding communityand surrounding community Aids in student transition to college and retentionAids in student transition to college and retention Increases interaction between students and faculty Increases interaction between students and faculty

Source: Goodsell Love, A. (1999). What are learning communities? In J. Levine, (Ed.), Source: Goodsell Love, A. (1999). What are learning communities? In J. Levine, (Ed.), Learning communities: New structures, new partnerships for Learning communities: New structures, new partnerships for learninglearning (pp. 1-8). Columbia, SC: National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina. (pp. 1-8). Columbia, SC: National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina.

LLC Benefits for InstitutionLLC Benefits for Institution

Helps institution make a paradigm shift (move from Helps institution make a paradigm shift (move from teacher-centered to learning-centered; strengthens teacher-centered to learning-centered; strengthens teaching) teaching) Sparks greater intellectual interaction between students Sparks greater intellectual interaction between students and instructor and between/among instructors and instructor and between/among instructors Provides alternative to traditional approaches to general Provides alternative to traditional approaches to general educationeducation Is generally cost effectiveIs generally cost effective Aids student retention, motivation, and progress toward Aids student retention, motivation, and progress toward degree degree

Source: Goodsell Love, A. (1999). What are learning communities? In J. Levine, (Ed.), Source: Goodsell Love, A. (1999). What are learning communities? In J. Levine, (Ed.), Learning communities: New structures, new partnerships for Learning communities: New structures, new partnerships for learninglearning (pp. 1-8). Columbia, SC: National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina. (pp. 1-8). Columbia, SC: National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina.

ChallengesChallenges

Partnerships (giving up some control Partnerships (giving up some control of decision-making)of decision-making)

Motivating staff (programming won’t Motivating staff (programming won’t always be “fun”; community is viewed always be “fun”; community is viewed as a process and not an outcome)as a process and not an outcome)

Facility limitationsFacility limitations Priorities of faculty and student affairsPriorities of faculty and student affairs Sense of accomplishmentSense of accomplishment

– How do you know you were successful?How do you know you were successful?

How do our halls become How do our halls become Living Learning Communities?Living Learning Communities?

How would a visitor know that your How would a visitor know that your hall is an LLC?hall is an LLC?

What opportunities will students What opportunities will students have to learn and grow in their LLC?have to learn and grow in their LLC?

How are these opportunities different How are these opportunities different from students living in a “traditional” from students living in a “traditional” residence hall?residence hall?

What makes a LLCWhat makes a LLC How would a visitor know that your hall is How would a visitor know that your hall is

an LLC?an LLC?– Visual IndicatorsVisual Indicators

Door decs, bulletin boards, etc.Door decs, bulletin boards, etc.– StudentsStudents

Who are they?Who are they? What are they doing?What are they doing?

– StaffStaff What are they/you doing?What are they/you doing?

What opportunities will students have to What opportunities will students have to learn and grow in your LLC? How are learn and grow in your LLC? How are these opportunities different from students these opportunities different from students living in a traditional residence hall?living in a traditional residence hall?