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- Stylus Publishing
- 16 figures, 4 tables
- 226 x 147 x 15 mm
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- 250 g
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Living-Learning Communities that Work
A Research-Based Model for Design, Delivery, and Assessment399
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In 2007, the American Association of Colleges and Universities named learning communities a high-impact practice because of the potential of these communities to provide coherence to and ultimately improve undergraduate education. Institutional leaders have demonstrated a commitment to providing LLCs, but they currently do so primarily with anecdotal information to guide their work. As a result, there is substantial variation in organizational structure, collaboration, academic and social environments, programmatic integration, student outcomes, and overall quality related to LLC participation. To establish a stronger, more unified basis for designing and delivering effective LLCs, the authors of Living-Learning Communities that Work collaborated on the development of a comprehensive empirical framework for achieving the integrating potential of LLCs. This framework is designed to help practitioners guide the design, delivery, and assessment of LLCs. This book thoughtfully combines research and field-tested practice to document the essential components for best practices in living learning communities and presents them as a clear blueprint - the LLC best practices model - for LLC design. Practitioners, researchers, and institutional leaders can use the book as a guide to more effectively allocate resources to create and sustain LLCs and to realize the potential of these communities to improve undergraduate education.
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"[This book] provides a much needed Living-Learning Community (LLC) model that promises a unified living and learning experience. Despite LLCs' respected history in American higher education and identification as a high-impact practice, tight fiscal contexts and the press of accountability has continued to make it necessary for institutional leaders to demonstrate with evidence the value of LLCs, and in particular their contribution to contemporary concerns about student retention, learning, and success....The LLC best practices model in this book provides needed resources to institutions and LLC practitioners interested in designing and delivering LLCs that work better for all our students."" - Jillian Kinzie, Associate Director Indiana University Center for Postsecondary Research and NSSE, and Senior Scholar National Institute for Learning Outcomes Assessment (NILOA)
Karen Kurotsuchi Inkelas is an associate professor in the Curry School of Education at the University of Virginia. Karen was the Principal Investigator for the National Study of Living-Learning Programs from 2001-2011, which was funded by the National Science Foundation, the Association of College and University Housing Officers International, the American College Personnel Association, and the National Association of Student Personnel Administrators. Jody Jessup-Anger is associate professor of higher education and program coordinator of the Student Affairs in Higher Education master's program at Marquette University. Jody has written several research articles exploring the effectiveness of living-learning communities, authored a chapter about theoretical foundations of learning communities in the New Directions for Student Services monograph, and co-led the Elon University Center for Engaged Learning's research seminar on residential learning communities. Mimi Benjamin is assistant professor of Student Affairs in Higher Education at Indiana University of Pennsylvania. She is the editor of the 2015 New Directions for Student Services book Learning Communities from Start to Finish and served as co-leader for the Elon University Center for Engaged Learning's 2017-2019 research seminar on residential learning communities. Matt Wawrzynski is associate professor in the Department of Educational Administration and coordinator of the Higher, Adult, and Lifelong Education program and the Center for Higher and Adult Education at Michigan State University.
Foreword by Jillian Kinzie Acknowledgements 1) Introduction 2) Best Practices Model for Living-Learning Communities 3) Building the Infrastructure for Living-Learning Communities that Work 4) Academic Environment - Intellectual Hub of the Program 5) Co-curricular Environment - Reinforcing Goals and Objectives 6) The Pinnacle and Mortar of the Pyramid: The Final, Yet Crucial, Components 7) LLC Logistics and Costs 8) Sustainability and Concluding Thoughts Afterword by Jon Dooley and Peter Felten References Appendix