Living Learning Communities (LLC) Edmond Ko Hong Kong University of Science and Technology 13 March 2009

Task Force on Future Direction of UG Hall VII and Hall Education Terms of Reference To recommend to the Student Housing Sub-committee (SCSH) effective ways for enhancing whole person development of student residents of UG Hall VII, and to review the hall life activities in existing UG Halls with a view to strengthening the developmental aspect of hall living.

The Chickering Model of Student Development Developing competence Managing emotions Developing autonomy Establishing identity Freeing interpersonal relationships Developing purposes Developing integrity ________________________________ A, Chickering (1969), Education and Identity, San Francisco: Jossey-Bass (2 nd edition in 1993).

“Groups of people engaged in intellectual interaction for the purpose of learning.” --- K. Patricia Cross About Campus/July-August, 1998, p.4 Learning communities

Common elements in learning communities Shared or collaborative learning Faculty-student and student-student interactions Connected learning Theme- or topic-based

Advantages of learning communities Structured learning communities facilitate: Active over passive learning Collaboration and cooperation as opposed to competition Community instead of isolation ________________________________ E. T. Pascarella and P. T. Terenzini, “How College Affects Students,” Vol. 2, Jossey-Bass (2005), p.109.

Typologies of LCs* 1990 … Linked courses Learning clusters Freshmen interest groups (FIGs) Federated LCs Coordinated studies 1999 … Student cohorts in larger classes Paired or clustered courses Team-taught courses 1999 … Paired or clustered courses Cohorts in larger classes or FIGs Team-taught programs Residence-based 1999 … Curricular LCs Classroom LCs Residential LCs Student type LCs 2002 … Residential colleges Living-learning centers Residential LCs Academic residential programs Theme housing First Year Experience program 2004 … Residential colleges Residential LCs Residential education programs * Inkelas K. K., Soldner M., Longerbeam S. D., Leonard J. B., “Differences in Student Outcomes by Types of Living-Learning Programs: The Development of an Empirical Typology”, Research in Higher Education, 2008, 49: LC Models with Residential Component Living-Learning Typologies

The National Study of Living Learning Programs

Models of LLC Sharing sessions Seminars by faculty, staff and outside professionals Workshops Field trips Projects Community service

Common characteristics of LLC A structured set of programs, activities and events designed to enhance student learning outcomes through shared experiences Welcoming and nurturing environment for participants Strong peer network Faculty/staff-student mentoring support

Benefits of LLC on student outcomes Gain in autonomy and independence Intellectual dispositions and orientations Greater tolerance for difference and cultural appreciation Demonstrate higher persistence and academic performance Greater sense of belonging

Examples of Living Learning Communities (LLC) University of Michigan Clemson University(1) Clemson University(2) MIT Miami University

Additional examples University of Maryland University of Wisconsin University of Iowa Duke University Baylor University University of Denver University of Pittsburgh

Critical success factors for LLC Learning outcomes must be clearly established and articulated to all participants Activities are appropriate for the intended learning outcomes An assessment strategy is in place right from the start Proper support and training provided to all participants

Why is LLC a viable option at UST? Enhance the diversity of hall life. The concept of LLC is flexible – it enables students and faculty/staff to design programs that are appropriate for the university community collaboratively. Encourage students in to make further contribution in developing a vibrant student life. An opportunity to enhance personal growth and development of student residents in an integrated living and learning environment.

Implementation issues 350 hall spaces in Hall VII How many LLCs? Suggested max. no. of LLCs = 7; 50 students per LLC Resources for startup development Criteria in selecting models and themes Recruitment for LC Fellows (faculty members, staff, external professionals) LC Co-ordinators (fresh graduates or PGs) LC Assistants (senior UG students)

A proposed model of a structured LLC A LC Fellow Faculty member, staff or outside professional who serves as an advisor who supports, guides and participates in the LLC A LC Co-ordinator Full-time fresh graduate or part-time PG student who serves as a facilitator who provides planning support for the LLC activities Two LC Assistants Senior students who serve as peer mentors for the LLC participants