•  
  •  
 

Credentials Display

Richie Gebauer, Ed.D., is the Executive Director of the First Year Experience and Student Transitions at Cabrini University

Mary Ellen Wade is the Associate Director of Messina, the universal first year living learning program at Loyola University Maryland

Tina M. Muller is the Associate Director of Student Engagement at Pacific Lutheran University

Samantha Kramer is the Assistant Director of Student Success at the University of Central Oklahoma

Margaret Leary, Ph.D., is the Assistant Vice President, Strategic Initiatives and Programs in the Student Affairs Division at the University of San Diego

John Sopper is the Director of the Ione Grogan Residential College and Adjunct Associate Professor of Religious Studies at the University of North Carolina at Greensboro (UNCG)

Keywords

Integrative learning, residential learning communities, co-curricular programming

Abstract

Lardner and Malnarich (2009) identify learning communities as an educational reform strategy designed for intentional student cohorts that engage students in at least one integrative learning opportunity. Colleges and universities are aware that robust educational programs exist on their campuses, yet institutions must identify strategies to help students connect and make meaning of these fragmented experiences (DeZure et al., 2005). In this article we discuss the intentional structure of Residential Learning Communities (RLCs), also referred to as Living-Learning Communities, on six different campuses, specifically focusing on how curriculum and co-curriculum are integrated to enhance the integrative learning practices of students. For learning to be truly effective, it must be threaded through the intellectual life of the RLC in ways that meaningfully connect the curriculum and co-curriculum and on-campus and off-campus life experiences (Huber et al., 2005).

Share

COinS