LIVING LEARNING COMMUNITIES AT GEORGETOWN UNIVERSITY MANUAL FOR LLC ADVISORS
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TABLE OF CONTENTS
LIVING LEARNING COMMUNITIES AT GEORGETOWN 04 About Us: Residential Living Mission & Vision 04 Magis Measures 05 Overview of Living Learning Communities 06 Benefits of Living Learning Communities 08 Living Learning Community Profiles LLC LEADERSHIP TEAM EXPECTATIONS 13 Key Concepts of LLCs: Community & Collaboration 13 Questions for LLC Advisors 14 Faculty Advisor Responsibilities 15 Community Director Responsibilities 16 Student Leader Responsibilities 17 Living Learning Communities Agreement and Expectations HOW WE CAPTURE LEARNING 19 Drafting Learning Outcomes 20 Capturing Learning in our Communities 21 Sample LLC Syllabus FUNDING & PROGRAMMING 24 Finances 25 Mural Project 25 LLC Calendar of Events READINGS & RESOURCES 27 List of Readings & Articles 31 Internet Resources 31 LLCs at Other Institutions TIMELINES 33 LLC Timeline | 2017-2018 34 General Housing Timeline
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DISCOVER NEW PASSIONS EXPLORE YOUR VOCATION LEAVE YOUR LEGACY
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LLCs AT GEORGETOWN
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ABOUT US THE OFFICE OF RESIDENTIAL LIVING’S MISSION IS TO: “Create comfortable, inclusive communities that foster formation and engagement.”
THE OFFICE OF RESIDENTIAL LIVING’S VISION IS: “Innovative Spaces, Integrative Learning, Dynamic Communities”
MAGIS MEASURES CARE Georgetown University embodies the Jesuit ideal of Cura Personalis –caring for the whole person mind, body, and spirit. Our department is helpful and responsive to both individual and the community.
FAITH & JUSTICE Georgetown’s commitment to diverse faith traditions speaks to the value of spiritual and faith development. Our department engages in experiences and reflections inviting students to be persons for others in the promotion of justice.
INCLUSIVITY Georgetown University embraces its inclusive tradition valuing the diversity present in our community and treating al with dignity. Living in a community calls each individual to challenge, support, and encourage one another in a relationship of mutual trust and respect.
LEARNING For over 450 years, the Society of Jesus has valued a commitment to lifelong learning. Georgetown’s high academic standards and intellectual inquiry are developed and supported through spaces promoting intentional interactions, interactive learning, and reflective meaning-making.
SERVICE The Division of Student Affairs is committed to providing transparent and responsive service to our students and guest, connective effectively with other offices on campus, and using resources wisely and sustainably. Our department utilizes efficient processes, on-going feedback and assessment, and training all staff levels to provide a quality experience.
STUDENT-OWNERSHIP Georgetown’s rich tradition of student ownership and leadership is present within the residential communities. Living in a successful community involves collaborating and communicating, taking personal responsibility, and empowering initiate among all members.
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OVERVIEW OF LLCs Living Learning Communities are residential communities where like-minded individuals can share and deepen their passions through social, educational, and reflective activities. These communities support Georgetown University’s focus on active and collaborative learning by extending discussions beyond the classroom, creating new opportunities for students and faculty to interact, and promoting the value of experiences which occur in residential spaces. At Georgetown, we have thirteen (13) Living Learning Communities where students can explore themes of academic interests, service learning, social justice and inclusion, and inter-faith, among others.
OVERARCHING GOALS The following are the overarching goals for all Living Learning Communities at Georgetown. These goals are used to provide direction and purpose for the program as a whole. ✦ Develop a sense of belonging among those participating in LLCs through intentional dialogue, informal interactions, and shared experiences. ✦ Facilitate opportunities for students to deepen understanding, discover new passions, and make meaning of each community’s specific theme. ✦ Provide a space for purposeful engagement amongst faculty/staff and students beyond the classroom. CURRENT OUTCOMES The following are outcomes students have experienced from being a part of a Living Learning Community at Georgetown University. ✦ Students will be able to participate in events within and out of the Georgetown University Community. ✦ Students will have access to programs, events, conversations that are not offered to general population (unique, exclusive, activities) ✦ Students will participate/experience/ learning how to plan/create/facilitate events for their peers FUTURE ASPIRATIONS We are diligently working to ensure Living Learning Communities provide students with new experiences, such as: ✦ Additional credit hours through LLC involvement ✦ Extra credit through tutoring ✦ Further exploration of the Spirit of Georgetown and Jesuit values and traditions
ROLE OF LEADERSHIP TEAM Each Living Learning Community has a leadership team comprised of a Community Director, faculty advisor, and student leader(s) who work to develop and execute the goals of the community and foster a holistic experience for all students. Leadership teams have the autonomy to develop outcomes specific to the community they are working with, while simultaneously supporting the overarching goals of our Living Leaning Communities program.
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BENEFITS OF LLCs FOR STUDENTS Living Learning Communities further enhance the residential experience for students, increase their interactions with faculty and staff, and promote a sense of belonging. Other benefits of Living Learning Communities for students include: ✦ ✦ ✦ ✦ ✦ ✦ ✦
Improved retention Enhanced student learning and achievement Increased time-on-task, both in and out of the classroom Greater active learning and teamwork skills Additional opportunities for leadership development Higher success rate for underrepresented students Increased entry and completion in certain majors/disciplines
“Academically and personally I have learned it is ok to not always focus on school and to relax and unwind.”
“I learned how to plan and execute events. Each event we hosted or attended were an opportunity for personal growth through conversation.”
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FOR FACULTY Living Learning Communities also encourage strong mentoring relationships between faculty and students, peer mentoring, as well as the value of developing communities of shared purpose. Nationally, research has consistently shown benefits of the faculty-student interaction in Living Learning Communities to include: ✦ ✦ ✦ ✦ ✦ ✦
Higher student satisfaction with their collegiate experience Greater appreciation of the arts Increased involvement in campus life Additional time in group study Challenging and stimulating environments Mentoring students and developing meaningful relationships
“Advisors are great mentors and they are very welcoming to the community. They want to make our efforts possible.”
“Academically, I was exposed to more facets of sustainability it was truly an interesting experience, and personally, I made deep and cherished friendships.”
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COMMUNITY PROFILES Location | Alumni Square Advisor | Ronit Zemel Community Director | Eileen Rodriguez RA/CA | Elizabeth Gleyzer Bayit is the first residential community at Georgetown designed to celebrate and explore Jewish culture. Bayit is an extension of Jewish life at Georgetown, and provides unique opportunities such as keeping Kosher, celebrating high holidays in a home environment, and providing the opportunity for continued interfaith dialogue.
Location | Reynolds Hall Advisor | Guy Spielmann Community Director | Honey Bashir RA/CA | Myiah Smith Bayit is the first residential community at Georgetown designed to celebrate and explore Jewish culture. Bayit is an extension of Jewish life at Georgetown, and provides unique opportunities such as keeping Kosher, celebrating high holidays in a home environment, and providing the opportunity for continued interfaith dialogue.
Location | Village C West Advisor | Deb Coburn Community Director | Andrew Gray RA/CA | Sophie Cutler The Entrepreneurship Living and Learning Community (E-Ship LLC) offers incoming first-year students an exciting and unique opportunity to live, learn, and participate in activities that have an entrepreneurship focus. Students interact with faculty and staff and have access to entrepreneurship related speakers and events. Students in this LLC network with peers who share similar creative drive and entrepreneurial ambition.
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Location | Darnall Hall Community Director & Advisor | Joelle Tolifero RA/CA | Sofia Carratala
Explore D.C. aims to connect first-year students with the vibrant and community of Washington D.C. by providing students with unique opportunities to experience D.C. culture through local events, excursions, community service projects, and professional networking opportunities. Students also engage in themed discussions and dialogues that promote reflection, inclusivity, and social justice.
Location | Arrupe Hall Advisor | Boutheina Bridaa Community Director | Quintin Veasley RA/CA | Johnsenia Brooks The French Floor provides students with francophone activities and events to help them perfect their French skills. Student will get to know other peers who share their passion for the French language. Students will live and spend time with French exchange students. Living on the French Floor will be a culturally and linguistically rich experience!
Location | Arrupe Hall Advisor | Stacy Williams Community Director | Quintin Veasley RA/CA | Mercy Radithupa The Global Living Community (GLC) is an intercultural living and learning environment for 22 Georgetown undergraduate students, an equal mix of both international and U.S. citizens. Founded in 1993, the goal of the GLC is to create a community in which intercultural understanding extends beyond the classroom into daily student life. To achieve the GLC’s mission, members of the GLC community work together to explore international and intercultural issues through organized activities and events.
Location | McCarthy Hall Advisor | Elizabeth Arsenault Community Director | Danielle Melidona RA/CA | Hamza Atumah Strive to create and sustain an environment that supports each other’s work for social change and commitment to grow in knowledge of human diversity in all its aspects. Together, we seek to be open, honest, and sensitive in examining attitudes, prejudices, and actions that undermine respect for diversity and perpetuate injustice, as these arise both within and beyond the Georgetown Community. LIVING LEARNING COMMUNITIES MANUAL | 9
 
Location | Kennedy Hall Advisor | Joan Riley Community Director | Honey Bashir RA/CA | Jordon DeGroote Living Well provides communities for students committed to living a well-balanced and engaged lifestyle and want to share these values with other like-minded individuals. In these communities, all students choose to live free of alcohol, tobacco, and other mind-altering substances both on and off campus.
Location | Townhouses Community Director & Advisor | Eileen Rodriguez RA/CA | Michaela Hitchner Magis Row is an independent living learning community where residents can pursue individual passions through the infusion of academic and service. This unique residential experience encompasses a continued commitment to personal growth through community involvement social awareness, and the development of leaders dedicated to service while ever striving toward magis.
Location | Alumni Square Advisor | Imam Yahya Hendi Community Director | Eileen Rodriguez RA/CA | Huneeya Siddiqui The Muslim Interest Living Community (MILC) is designed to create a strong support group for Muslims and non-Muslims who want to be steadfast in prayer and their commitment to campus building and cooperation.The goal in MILC is to strive to create a strongly supportive living environment for Muslims and nonMuslims. We aim to build a cohesive family to build understanding between one another and be of service to the greater campus community.
Location | Isaac Hawkins & Ida Ryan Halls Community Director & Advisor | Christopher Barth RA/CA | Antonina Caudill, Aaron Warga, Piyusha Mittal & Gabriel Katsuya Housing 148 students, the Spirit of Georgetown Residential Academy offers an opportunity to provide its upperclass residents a close knit, distinctive and engaging residential experience. For many decades, the Jesuit community of Georgetown University built their community within the corridors of these historic buildings. Built at the turn of the 19th century, nestled within the historic quad of campus and overlooking the Potomac River, the Former Jesuit Residence has a lasting significance on Georgetown’s campus.
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Location | Copley Hall Advisor | Mercedes Ontoria Pena Community Director | Katherine Himmelman RA/CA | Nicole Gray The Spanish Floor serves as a fun community to enrich students' experience at Georgetown. It brings together Georgetown students and faculty with an interest in developing Spanish language fluency and a desire to use the language as a vehicle to explore different cultures, consider relevant global issues from different perspectives, serve the community, seek exciting professional opportunities, and have fun.
Location | McCarthy Hall Advisor | Tad Howard Community Director | Danielle Melidona RA/CA | Brittany Rios For transfers seeking the close community feel of first-year residence halls, this LLC provides such an environment for transfer students. Recognizing the diverse experiences the transfer cohort brings from their prior institutions, yet also the shared experience of entering Georgetown as sophomores and juniors, the Transfer LLC will cultivate a fun, active, intentional community, including mentorship, programs, and sometimes pancakes.
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LEADERSHIP EXPECTATIONS
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KEY CONCEPTS FOR LLCS Your job as a Faculty/Staff advisors is to: ✦ Assist students in getting to know each other and to know you (and other faculty). ✦ Create unique opportunities for students to collaboratively engage in the community’s theme and discover new passions. ✦ Help students meet their programming goals and be a part of forming the community and culture of the LLC. Community ✦ Spend time in the community getting to know and mentoring students. ✦ Work with student leaders and professional staff in Residential Living to develop community and address behavioral and facilities issues. ✦ Focus on experiencing the learning community (teachers and students) as a community and “learning to learn in community.” ✦ Consider participation in a wider community, such as civic involvement beyond Georgetown University. Collaboration ✦ Provide chances for learning team-work skills in meaningful intellectual & academic contexts. ✦ Allow students to work together outside the classroom on course-based and disciplinary projects, as well as developing and maintaining the community itself. ✦ Create chances for students to utilize and bring their different skills and “pieces of learning” together. ✦ Harness the community relationships to push students to teach each other. ✦ Encourage reflection and bringing ideas together within the community through experiences, discussions, trips, and group attendance at speakers and events. ✦ Collaborate with other faculty/LLCs to help students integrate ideas across disciplines. ✦ Help students develop “connected knowing” by pushing them to test their skills/knowledge in experiences outside the classroom.
QUESTIONS FOR LLC ADVISORS Consider the UNIQUE nature of the living learning environment. How can your LLC’s intellectual theme & out-of-class experiences be integrated into community life in order to challenge or teach students in a unique manner? Start with CLEAR GOALS. What is the purpose of this community? What are the learning outcomes for this community? What SPECIFIC ACTION PLAN can address these community goals? How will you measure success beyond attendance or participation? Identify WHO WILL BE INVOLVED and how. How will the academic department and faculty engage in planning and supporting the life of the community? How will faculty, Community Directors, and RAs work together to ensure success?
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Explore what TYPES OF ACTIVITIES will best help students to learn. What off-campus trips, lectures, discussions, campus events will achieve your goals for the community? How could RESIDENTS PLAY A ROLE IN DESIGNING AND IMPLEMENTING their ideal community? What tasks or roles could residents take? Empower the students to take ownership.
FACULTY ADVISOR RESPONSIBILITIES Listed below are primary responsibilities for LLC advisors. These guidelines should help you navigate the ambiguities of being an advisor to a Living Learning Community. Connect students with the discipline, theme, department As the advisor, your primary job is to connect with students and encourage them to learn/engage outside the classroom in this unique living environment. You hold connections to the theme, department, and faculty. Focus on how to leverage those connections to challenge students. ✦ In collaboration with the CD, lead overall execution of the LLC and connect students to the community’s theme. ✦ Plan an opening retreat each semester for the students in collaboration with the CD and RA. ✦ Create LLC “syllabus” (or goals/plan) and learning objectives in collaboration with the CD. ✦ Inform university faculty/staff about LLC events and invite their participation. ✦ Guide students towards taking initiative in the planning and implementation of the LLC syllabus and overarching goals of the community in collaboration with the CD and RA. Develop events/projects that enhance community and encourage collaborative learning ✦ Meet with RA and CD to ensure at least three (3) connected events occur each semester. ✦ The best LLC events are directly connected to LLC learning outcomes, goals and theme, incorporate reflection and synthesis, require collaboration, and enhance community. Examples may include: - An event connected to your theme, requiring collaboration, and including reflection. - Program/discussion/lecture each year on an interest topic of yours - Off-campus experiential excursions linked to your theme. Participate in the life and regular meetings/events of the Living Learning Community ✦ Get to know students in the community; these relationships will lead to informal advising, academic discussions, and recruiting majors, connecting residence halls to the larger campus. ✦ Speak with the RA/CD to discuss attending the first floor meeting/retreat. ✦ Interact with residents as often as possible. ✦ Attend and/or organize at least three (3) events per semester. ✦ Encourage students to take on leadership roles within the community. ✦ Meet monthly with RA/CD and communicate about residents, issues, upcoming events, etc. Fulfill administrative responsibilities ✦ Attend LLC Advisor Meetings - a schedule of these meetings will be provided prior to the start of the academic year. ✦ Attend planned meetings with CD, RA , and LLC. ✦ Meet with LLC students as deemed necessary.
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✦ Collaborate with the CD in selection process of the LLC RA (Please note, due to the overall team dynamics that must be taken into consideration, the final determination of who this LLC RA is will be up to the discretion of the Community Director.) ✦ Attend information sessions for selection. ✦ Attend the annual Housing Fair in February to represent your community ✦ Promote LLC to students during selection in collaboration with CD and RA. ✦ Work with residents, faculty/staff and departments to publicize LLC to students. ✦ Participate in the review process for resident selection including application review via StarRez in collaboration with the CD ✦ Provide relevant feedback in terms of RA job performance to the CD for use during formal RA evaluations.
COMMUNITY DIRECTOR RESPONSIBILITIES In addition to their day-to-day responsibilities, Community Directors assist with the execution of LLCs at Georgetown. ✦ CD will assume the responsibilities assigned to the advisor if there is not a faculty advisor assigned to the community. ✦ All expectations of the Community Director are in collaboration with the faculty advisor. ✦ Set the student leader expectations and communicate those with faculty advisor. ✦ Develop a standard of accountability for student leaders and discuss them with faculty advisor. ✦ Create standards for community beyond what has already been put in place by the LLC Committee. Connect students with the discipline, theme, department ✦ In collaboration with the faculty advisor, lead overall execution of the LLC and connect students to the community’s theme. ✦ Plan an opening retreat each semester for the students in collaboration with the faculty advisor and RA. ✦ Create LLC “syllabus” (or goals/plan) and learning objectives in collaboration with the faculty advisor. ✦ Guide students towards taking initiative in the planning and implementation of the LLC syllabus and overarching goals of the community in collaboration with the faculty advisor and RA. Develop events/projects that enhance community and encourage collaborative learning ✦ Meet with RA and faculty advisor to ensure at least three (3) connected events occur each semester. ✦ Interact with residents as often as possible. Participate in the life and regular meetings/events of the Living Learning Community ✦ Get to know students in the community; these relationships will lead to informal advising, academic discussions, and connecting residents to the larger campus community. ✦ Encourage students to take on leadership roles within the community.
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✦ Meet monthly with RA and faculty advisor to communicate about residents, community issues, upcoming events, etc. Fulfill administrative responsibilities ✦ Attend LLC Advisor Meetings. ✦ Attend planned meetings with faculty advisor, RA, and LLC. ✦ Meet with LLC students as deemed necessary. ✦ Attend the annual Housing Fair in February to represent your community. ✦ Promote LLC to students during selection in collaboration with faculty advisor and RA. ✦ Work with residents, faculty/staff and departments to publicize LLC to students. ✦ Coordinate the review process for resident selection with the faculty advisor.
STUDENT LEADER RESPONSIBILITIES As stated above, the Community Director (in conjunction with the faculty advisor) will set student leader expectations for Resident Assistants for their particular LLC. Student leaders will be expected to uphold the responsibilities of their Resident Assistant role, but shall be given autonomy when it comes to determining what is best for their LLCs. It is encouraged that the student leader, Community Director, and faculty advisor have consistent communication and collaborate often to ensure the overall success of the LLC they are working with.
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Living Learning Community Advisor Agreement
Learning Community LLC Location
Date
Faculty/Staff Member
Department
Department Chair
This Living Learning Community Contract between Residential Living and the faculty/staff advisor, and department representative (if applicable) listed above provides criteria for successfully implementing and maintaining this Living Learning Community. Residential Living will provide: • A floor that is guaranteed for members selected for the Living Learning Community. • Student staff member, RA, and professional staff member (Community Director), Assistant and Associate Director of Residential Living, and a LLC Committee Member, to work with your community and help coordinate the implementation of your LLC syllabi. • Monthly meetings/discussions with LLC advisors. • Information/assistance with recruiting process through Housing Selection for incoming and returning students. The Living Learning Community Faculty/Staff Member will: • Serve as advisor for at least 2 years with the possibility of serving additional terms. • Attend semesterly retreats, attend floor activities, and participate in other functions. • Serve as primary connector in collaboration with the Community Director between Learning Community and theme/ major/department. • Attend at least 2 Learning Community monthly advisor meetings per semester. • Work with student staff member to coordinate at least 1 event per month. • Select students for the Community with the Community Director and submit students’ names to Residential Living by deadlines. • Assist the department and Residential Living in finding replacement advisor at the end of Faculty/Staff Advisor term. The Academic Department (if applicable) will: • Provide a faculty member who agrees to support students in the community, work with the students and • Residential Living staff to develop annual calendar of activities, attend Learning Community meetings, attend floor activities, and other functions. • Provide funding to support the Living Learning Community and its activities. • Participate in the selection process for Living Learning Community students and market that process to students. • Include support of the Living Learning Community among departmental priorities. • Assist the department and Residential Living in finding a replacement advisor at the end of Faculty/Staff Advisor term.
Academic Department Representative
Date
LLC Faculty/Staff Member
Date
Academic Dean
Date
Residential Living Representative
Date
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Cover Page - Learning Outcomes & Example Syllabus

HOW WE CAPTURE LEARNING
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DRAFTING LEARNING OUTCOMES FOR LLCS Adapted from Cañada College’s Guide to Develop Measurable Student Learning Outcomes
WHAT ARE LEARNING OUTCOMES? Learning outcomes are statements that specify what students will know, be able to do, or be able to demonstrate when they have completed or participated in a program/activity/course/project (in this case, LLCs). Outcomes are usually expressed as knowledge, skills, attitudes or values. WHAT ARE CHARACTERISTICS OF GOOD LEARNING OUTCOMES? Learning outcomes specify an action by the student that must be observable, measurable, and able to be demonstrated. Start by asking yourself what are the most important things a student should know or be able to demonstrate after participating in your LLC. Refer back to your LLC’s mission, vision, or goals for assistance. ✦ Focus on a smaller number of high priority outcomes – this will lower the burden of assessment and record-keeping. ✦ Make outcomes as specific, focused and clear as possible as general outcomes will be hard to measure. DRAFTING LEARNING OUTCOMES Action verbs result in overt behavior that can be observed and measured. Consider using Bloom’s Taxonomy as the action verbs outlined will help assure that the student learning outcome can be measured.
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Practice writing a learning outcome using the template below:
As a result of students participating in __________________________________________________, they will be able to _________________________________________________________________.
After developing your learning outcomes, reference this checklist: ✦ Does the outcome support the program objectives? ✦ Does the outcome describe what the program intends for students to know (cognitive), think (affective, attitudinal), or do (behavioral, performance)? ✦ Is the outcome important/worthwhile? ✦ Is the outcome: - Detailed and specific? - Measurable/identifiable? - A result of learning? ✦ Do you have or can you create an activity to enable students to learn the desired outcome? ✦ Can the outcome be used to make decisions on how to improve the program?
CAPTURING LEARNING IN OUR COMMUNITIES ASSESSING LEARNING OUTCOMES ✦ Will help departments understand how to better facilitate student learning. ✦ Will provide departments with feedback (e.g. Are your services providing what they are supposed to beyond customer satisfaction? What skills are students learning? Are these the skills we want them to learn? Are these the skills we are teaching them?) ✦ Will enable students to articulate what they are learning and have learned from attending Georgetown University, inside and outside of the classroom. ✦ Will help students be able to explain what they can do and what they know. ✦ Will enable students to better understand where they can go to learn particular ✦ knowledge, skills, attitudes or values. Ultimately, will provide students with a map of where various learning opportunities are available throughout the college.
LEARNING STRATEGIES In addition to learning outcomes, there are several other learning strategies advisors can use in their Living Learning Communities. These include: ✦ Journals ✦ Reflections ✦ Online Portfolios
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Sample Living Learning Community Syllabus | Visual Arts LLC Adapted from Lafayette College Residence Life
Living Learning Communities (LLCs) at Lafayette are partnerships between the Division of Campus Life, Faculty, and Students, all of whom are committed to furthering student engagement and comprehension of a specific academic discipline. Students in these communities self-select into them knowing they are expected to take advantage of the unique pedagogical facets of a residential setting to enhance their academic experience. Community is built around the exchange of ideas and the curriculum is the common language of our experience. LLC DESCRIPTION This LLC will focus on enriching your understanding and experience of living as an artist through working and critiquing in the communal studio, programs, shared readings, community events, and discussions with fellow students and faculty. Topics covered in this LLC will include, but is not limited to: in-depth study of artist’s lives, artistic movements and concerns, technical explorations in your chosen media. LLC LEARNING OUTCOMES At the end of the academic year, students will: ✦ Be able to work in an independent, disciplined and focused manner on a series of artworks in their selected media. ✦ Articulate the significance of the visual arts in culture, historically and today. ✦ Articulate what it means to be engaged in artistic process. STUDENT OBLIGATIONS Students participating in this LLC are obligated to: ✦ Take at least one course in the Visual Arts each semester ✦ Maintain a disciplined work ethic on your own artistic exploration in the common studio (this is not work that is assigned in your classes) ✦ Attend at least one critique every two weeks sponsored by the LLC ✦ Participate in weekly reading discussions with the LLC ✦ Maintain a journal to record progress in thinking about the learning outcomes & to document sources of your ideas (from literature, film, lectures, studio, etc.) FACULTY OBLIGATIONS Faculty participating in this LLC are obligated to: ✦ Attend one critique per month ✦ Attend one reading discussion per month ✦ Provide opportunities for students to deepen their knowledge in the Visual Arts ✦ Provide funding and resources (through the Division of Campus Life) for students to hold programs and events in the LLC for its members and guests
LLC SCHEDULE The LLC Schedule is built on the principle of pedagogical augmentation and adjustment, so the events below are a template but students and faculty should feel open about adding or modifying events as opportunities arise. September Opening dinner discussion: setting goals Weekly critiques in the Common Studio Every other week literature discussion Monthly film screening & discussion Field trip: gallery night: New York City October Weekly critiques in the Common Studio Every other week literature discussion Monthly film screening & discussion TBA: invited guest lecture/demonstration
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November Weekly critiques in the Common Studio Every other week literature discussion Monthly film screening & discussion TBA: invited guest lecture/demonstration December Weekly critiques in the Common Studio Every other week literature discussion Monthly film screening & discussion End of semester dinner discussion: topic TBA January Weekly critiques in the Common Studio Every other week literature discussion Monthly film screening & discussion February Dinner discussion: organizing exposition Weekly critiques in the Common Studio Every other week literature discussion Monthly film screening & discussion TBA: invited guest lecture/demonstration March Weekly critiques in the Common Studio Every other week literature discussion Monthly film screening & discussion TBA: invited guest lecture/demonstration April Weekly critiques in the Common Studio Every other week literature discussion Monthly film screening & discussion Field trip: gallery night: Philadelphia May Closing final exhibition & discussions
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Cover Page - Funding & Programming

FUNDING & PROGRAMMING
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FINANCES Living Learning Communities are supported by the Office of Residential Living and/or campus partner offices. Advisors and Community Directors work in tandem to determine the best use of funds for the community. Due to the variety of LLCs, funding is managed in four ways: Joint Budget between FIR/LLC Advisor and Office of Residential Living (CD) Living Well, Transfer, Justice and Diversity in Action, Culture and Performance ✦ Each community is provided with a budget line. The FIR and the CD work together to administer the budget throughout the course of the year. ✦ LLC RAs should have the same access to community development/programming funds as the rest of the RAs in the community. The LLC funding is in addition to the regular funds. The LLC funding should supplement programmatic opportunities for LLC participants to enable a more specialized experience. Joint Budget between Campus Partner Advisor and Office of Residential Living (CD) Entrepreneurship, Bayit ✦ The Campus Partner Advisor and the CD each have a separate budget line. The Advisor and CD should discuss use of funds from each budget. ✦ LLC RAs should have the same access to community development/programming funds as the rest of the RAs in the community. The LLC funding is in addition to the regular funds. The LLC funding should supplement programmatic opportunities for LLC participants to enable a more specialized experience. Single Budget sponsored by Office of Residential Living (CD) Explore DC, Magis Row, Residential Academy, MILC ✦ The CD will administer the budget for the LLC. ✦ LLC RAs should have the same access to community development/programming funds as the rest of the RAs in the community. The LLC funding is in addition to the regular funds. The LLC funding should supplement programmatic opportunities for LLC participants to enable a more specialized experience. Single Budget sponsored by University Department Global Living Community, French Floor, Spanish Floor ✦ The Advisor from the University Department will administer the budget and take the lead in LLC events. It is recommended that the Advisor share the financial plan with the CD so the CD can help support the community. ✦ LLC RAs should have the same access to community development/programming funds as the rest of the RAs in the community. The LLC RA will utilize these funds for community building and programmatic endeavors. Philosophy of LLC funding ✦ Additional resource for LLC communities ✦ Plan for academic year - Discuss events, timing and funding - 50/50 or not ✦ LLC funds should always be used first
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✦ Cost Center and Program codes are critical to track the spending of the LLC - this helps determine budget forecasts and funding adjustments in future years ✦ Use it! ✦ Pro Cards, DBCs and reimbursements
THE MURAL PROJECT The Mural Project is intended to be a collaborative and reflective activity for residents of Living Learning Communities at Georgetown. Residents are asked to work together to develop a design which represents the community. The mural will be painted on a canvas and displayed in the community into the following academic year. Following approval of the mural design, participants will be given materials to complete the project. To help with communication, please name a project coordinator with whom the Community Director and/ or Faculty Advisor can communicate with throughout the duration of the planning and execution of the mural. We also invite you to work with your RA/CA if assistance is needed.
LLC CALENDAR OF EVENTS While each individual LLC has their own traditions, the list below includes events LLCs are expected to implement or participate in throughout the course of the academic year. ✦ ✦ ✦ ✦
Fall Retreats - must be complete prior to September 29 Resident Check-Ins - occur in September and March Housing Fair - occurs in February End of the Year Celebration - occurs in either April or May
As advisors, participation in meetings regarding LLCs is required to ensure those involved understand their responsibilities to the communities they help to support. The timeline below is included to give a picture of what you can expect these meetings to cover during the upcoming academic year. ✦ ✦ ✦ ✦ ✦ ✦ ✦ ✦ ✦ ✦ ✦
August - LLC/Advisor Session in RA Training September - Open Work Space (late September) October - Meeting with LLC Committee November - All Team Meeting December - Social/RA Focus Group January - Winterfresh Training, LLC Advisor Meeting for Recruitment, Open Space Meeting February - Meeting with LLC Committee March - Open Work Space (late March) April - All Team Meeting, Transition Meetings May - Social/RA Focus Group June - LLC Advisor Meeting for Recruitment, Open Space Meeting LIVING LEARNING COMMUNITIES MANUAL | 25
READINGS & RESOURCES
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BACKGROUND OF LLCS Cross, K. P. (1998). Why Living Learning Communities? Why now. About Campus, July-August, 3 (3), 4-11. Evenbeck, S. Jackson, B. and McGrew, J. (1999). Faculty development in Living Learning Communities: The role of reflection and reframing. In J.H. Levine (Ed.), Living Learning Communities: New Structures, New Partnerships for Learning. (Monograph No. 26). Columbia, South Carolina: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition. Evenbeck, S. and Williams, G. (1998). Living Learning Communities: An instructional team approach. In Levine, J. H. (Guest Ed.), Metropolitan Universities. Special Issue: Living Learning Communities, 9(1). Gabelnick, F., MacGregor, J., Matthews, R. & Smith. B.L. (1990). Living Learning Communities: Building connections among disciplines, students and faculty. New Directions in Teaching and Learning, No. 41. San Francisco: Jossey Bass. Gamson, Z.F. (2000). The origins of contemporary Living Learning Communities: Residential colleges, experimental colleges, and living-Living Learning Communities. In D. Dezure (Ed.), Learning from Change (pp. 113-116). Washington, D.C. and Sterling, VA: American Association for Higher Education and Stylus Publishing. Hill, P. J. (1985). The rationale for Living Learning Communities. Paper presented at the Inaugural Conference of the Washington Center for Improving the Quality of Undergraduate Education, Olympia, Washington. MacGregor, J. (Comp.). (1999). Strengthening Living Learning Communities: Case studies from the National Living Learning Communities Dissemination Project (FIPSE). Olympia, WA: Washington Center for Improving the Quality of Undergraduate Education, The Evergreen State College. MacGregor, J.,Smith, B.L., Matthews, R. & Gabelnick, F. (2001). Living Learning Communities: Creating connections among students, faculty and disciplines. San Francisco: Jossey-Bass. MacGregor, J., and B. L. Smith. (2005). "Where are Living Learning Communities now? National leaders take stock." About Campus. ACPA- College Student Educators International. 10, (2) May/June: 2-8. Shapiro, N.S. & Levine, J.H. (1999) Creating Living Learning Communities: A practical guide to winning support, organizing for change, and implementing programs. San Francisco: Jossey-Bass. Shapiro, N.S. & Levine, J.H. (1999). Introducing Living Learning Communities to your campus. About Campus, November-December, 4(5), 2-10. Smith, B. L., J. MacGregor, R. Matthews, and F. Gabelnick. (2004). Living Learning Communities: Reforming Undergraduate Education. San Francisco: Jossey-Bass. Smith, B. L. (2001). "The Challenge of Living Learning Communities as a Growing National Movement." Peer Review. Association of American Colleges & Universities. 3/4, (4/1) Summer/Fall: 4-8. Tinto, V., Love, A.G., & Russo, P. (1993). Building community. Liberal Education, 79 (4), 16-21.
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TEACHING IN LLCS Barr, R. B. and Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, November/December, 1995. Bean, J. C. (1996). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass. Boyer, E.L. (1987). College: The undergraduate experience in America. New York: Harper & Row. Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass. Bruffee, K. (1994). Collaborative learning: Higher education, interdependence and the authority of knowledge. Baltimore: Johns Hopkins Press. Cross, P.K. (2000). Collaborative learning 101. League for Innovation in the Community College. Finkel, D.L. (2000). Teaching with your mouth shut. Portsmouth, NH: Heinemann/ Boynton Cook Publishers. Gardiner, L. F. (1994). Redesigning higher education: Producing dramatic gains in student learning. ASHE-ERIC Higher Education Research Report. Goodsell, A. Maher, M. & Tinto, V. (1992). Collaborative learning: A sourcebook for higher education. Natl. Center on Post-Secondary Teaching, Learning and Assessment, The Pennsylvania State University. Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. Journal of College Student Development, 37 (2), 135-48. Wlodkowski, R. J. & Ginsberg, M.B. (1995). Diversity and motivation: Culturally responsive teaching. San Francisco: Jossey-Bass.
GENERAL LLC TEXTS Arminio, J. (1994). Living-learning centers: Offering college students an enhanced college experience. Journal of College and University Student Housing, 24(1), 12-17. Blimling, G. S., (1993). The influence of college residence halls on students. In J. C. Smart (Ed.), Higher Education: Vol. 9. Handbook of Theory and Research (pp. 248-307). New York: Agathon. Blimling, G. S., & Hample, D. (1979). Structuring the peer environment in residence halls to increase academic performance in average-ability students. Journal of College Student Personnel, 20 (4), 310-316. Blimling, G.S. & Schuh, J.H., (Eds.). (1981). Increasing the educational role of residence halls. New Directions for Student Services, #13, San Francisco: Jossey-Bass. LIVING LEARNING COMMUNITIES MANUAL | 28
Brown, R.D., Knoll, R.E., Donaldson, C., & Ensz, G. (1975). Making a living unit work: One student, one professor, and an idea. Journal of College Student Personnel, 16, 24-29. Colwell, B.W., & Lifka, T.E. (1983). Faculty involvement in residential life. Journal of College and University Student Housing, 13, 9-14. Galura, J., P. Pasque, D. Schoem, and J. Howard, (Eds). 2004. Engaging the Whole of ServiceLearning, Diversity, and Living Learning Communities. The OCSL Press, University of Michigan. Golde, C, M., & Pribbenow, D. A. (2000). Understanding faculty involvement in residential Living Learning Communities. Journal of College Student Development, 41(1), 27-40. Gordon, S.S. (1973). Living and learning in college. Journal of General Education, 25, 235-245. Grass, R. (1974). The struggle for a living/learning community. Change, 6(8), 51-54. Henry, K. B. & Schein, H.K. (1998). Academic community in residence halls: What differentiates a hall with a living/learning program? The Journal of College and University Student Housing, 27(2), 9-13. Kanoy, K. W., & Bruhn, J. W. (1996). Effects of a first-year living and learning residence hall on retention and academic performance. Journal of the Freshman Year Experience & Students in Transition, 8(1), 7-23. Lardner, E., with others. (2005). Diversity, Educational Equity, and Living Learning Communities. Olympia, WA: The Evergreen State College, Washington Center for Improving the Quality of Undergraduate Education. Laufgraben, J. L. and Shapiro N. S. 2004. Sustaining and Improving Living Learning Communities. Jossey-Bass. Pascarella, E.T. (1980). Student-faculty informal contact and college outcomes. Review of Educational Research, 4, 545-595. Pascarella, E.T. (1975). Informal interaction and faculty perceptions of students. Journal of College Student Personnel, 16, 131-136. Pascarella, E. T., & Terenzini, P. T. (1981). Residence arrangement, student/faculty relationships, and freshman-year educational outcomes. Journal of College Student Personnel, 22 (2), 147-56. Rowe, L.P. (1981). Environmental structuring: Residence halls as living learning centers. In G. Blimling and J. Schuh (Eds.), Increasing the educational role of residence halls. San Francisco: Jossey-Bass. Ryan, M.B. (1992). Residential colleges: A legacy of living and learning together. Change, 24(5), 26-35. Schein, H. (1981). Unit One: A working model for a campus living learning center. Journal of College and University Student Housing, 11, 35-39.
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Smith, T. B. (1994). Integrating living and learning in residential colleges. In C. Schroeder & P. Mable (Eds.). Realizing the educational potential of residential halls (pp. 241-265). San Francisco: JosseyBass, 1994. Schuh, J. & Kuh, G. (1984). Faculty interaction with students in residence halls. Journal of College Student Personnel, 25, 519-528. Schroeder, C. C. (1994). Developing Living Learning Communities. In C.C. Schroeder, P. Mable & Associates (Eds.), Realizing the Educational Potential of Residence Halls. San Francisco: JosseyBass. Schroeder, C. C., & Hurst, J. C. (1996). Designing learning environments that integrate curricular and co- curricular experiences. Journal of College Student Development, 37(2), 174-181Schroeder, C.C., Minor, F. & Tarkow, T. (1999). Living Learning Communities: Partnerships between academic and student affairs. In J.H. Levine (Ed.), Living Learning Communities: New structures, new partnerships for learning. Columbia, South Carolina: National Center for the First-Year Experience and Students in Transition. Thompson, B.L. (1968). Educational intimacy in the residence hall. New Directions in Teaching, 1, 13-15.
EVALUATION & ASSESSMENT OF LLCS Borden, V. & Rooney, P. (1998). Evaluating and assessing Living Learning Communities. In J.H. Levine, (Guest Ed.), Metropolitan Universities. Special Issue: Living Learning Communities, 9(1). Chamberalin, P.C. (1979). Evaluating a living learning program. In G. Kuh (Ed.), Evaluation in student affairs. Cincinnati, OH: American College Personnel Association. Heller, R. (1998). Living Learning Communities: What does the research show? AAC&U Peer Review, Fall 1998, 1 (1), 11. Ketcheson, K. & Levine, J.H. (1999). Evaluating and assessing Living Learning Communities. In J. Levine (Ed.), Living Learning Communities: New Structures, New Partnerships for Learning. Columbia, South Carolina: National Resource Center for the First Year Experience and Students in Transition. Lindblad, J.L.H. (1995). Restructuring the learning environment: A cross-case study of three collaborative Living Learning Communities in American undergraduate education. Unpublished doctoral dissertation, The Pennsylvania State University, College Park, PA. MacGregor, J. (1991). What differences do Living Learning Communities make? Washington Center News, 6, 4-9.
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Tinto, V. (1997). Classrooms as communities: exploring the educational character of student persistence. Journal of Higher Education, 68 (6), 599-623. Tinto, V. & Goodsell, A. (1993). A longitudinal study of Freshman Interest Groups at the University of Washington. A Study by the National Center for Postsecondary Teaching, Learning and Assessment. University Park, Pennsylvania: Penn State University. Tinto, V., Love, A.G. & Russo, P. (1994). Building Living Learning Communities for new college students: A summary of research finding of the collaborative learning project. National Center on Postsecondary Teaching, Learning and Assessment. University Park, Pennsylvania: Penn State University. University learning community: Program evaluation, 1987-1994. (1994). Oshkosh, WI: University of Wisconsin at Oshkosh. Washington Center for Improving the Quality of Undergraduate Education. (1995). Assessment in and of collaborative learning. Olympia, Washington: The Evergreen State College.
LLC INTERNET RESOURCES http://learningcommons.evergreen.edu/ The National Living Learning Communities Project at Evergreen State College: resources and search engine. http://www.temple.edu/cla/cicd/community/documents/experientialandservicelearningmanual.pdf A comprehensive bibliography covering Living Learning Communities. http://www.livelearnstudy.net/index.html
LLCS AT OTHER INSTITUTIONS   Iowa State University
University of Massachusetts at Amherst
University of Michigan
Santa Clara University
Temple University
University of Oregon
University of Missouri
James Madison University
Syracuse University
Miami University (Ohio)
University of Northern Colorado
North Carolina State University
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University of South Florida
University of Nebraska at Lincoln
HOUSING TIMELINES Cover Page - Timelines
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TIMELINES Please note that the following timelines are just time indicators as specific dates are subject to change based on the calendar year. The timelines can be used as resources to help plan and guide LLC process’s and procedures. When reviewing each timeline please make sure to keep in mind of the dates, so if there is additional measures that need to be taking you can structure the process in the LLC timeline.
LLC PROCESS TIMELINE | 2017-2018 UPPERCLASSMEN APPLICATION & SELECTION PROCESS December 1 - Email sent to students, academic partners, division, etc. December 1 - LLC applications open December 4-7 - LLC Info Sessions (Magis Row, Academy, Other LLCs) January 11 - Reminder email to students January 15-16 & 24-25 - LLC Info Sessions (Magis Row, Academy, Other LLCs) January 30 - One last email blast to students February 8 - Magis Row and Residential Academy Apps deadline February 12 - Housing Fair February 13 - All other LLC Apps Deadline February 12-14 - Magis Row Interviews February 20 - Residential Academy offers sent February 20 - Magis Row Selection Day February 22 - Magis Row Offers Sent February 22 - Residential Academy Groups response due February 26 - Magis Row Groups response due February 26 - LLC Advisors Offers due at 12pm Noon February 26 - Other LLC Offers email Sent March 1 - Students’ response to their offers due March 14 - LLC process completed *Rolling applications will be processed as needed and as soon as possible by advisors.
FIRST YEAR APPLICATION & SELECTION PROCESS May 1 - National College Decision Day May 8 - Housing email to prospective students: LLC Apps should go live May 30 - First consideration deadline for LLC app closes June 5 - All offers made on StarRez by LLC Advisors by 10 AM June 5 - Email sent to LLC applicants by 12 PM June 7 - Students’ responses deadline June 9 - All offered/accepted spaces, with mandatory LLC profiles completed June 12 - CHARMS opens LIVING LEARNING COMMUNITIES MANUAL | 33
TRANSFER STUDENT APPLICATION & SELECTION PROCESS June 15 - National Decision Day for Transfers June 21 - Housing email to prospective students: LLC Apps should go live July 6 - Application closes July 11 - All offers made on StarRez by LLC Advisors by 10 AM July 11 - Email sent to LLC Applicants by 12 PM July 13 - Students’ responses deadline by 12 PM July 13 - Offered and Accepted completed
ACADEMIC YEAR HOUSING TIMELINE The timeline included below is an overview of the 2016-2017 Academic Year housing timeline to give approximate dates for the 2017-2018 timeline. October 12 - Eligibility (Lottery) Email sent out February 6 - Annual Housing Fair February 8 - Selection Office Hours Begin February 24 - First consideration Medical Housing Accommodations due March 1 - Housing Exemptions due March 15 - LLC continuing Students/RA Rosters Due March 17 - Medical Housing assignments go out to students March 23-26 - Phase 1 (Apartment & Townhouse, Arrupe, and Copley Suite) Group Formation March 28 - Phase 1 Lottery time slots sent to Group Sponsor March 29 & 31 - Phase 1 Group Sponsor selects housing assignments and assigns roommates April 1-2 - Phase 1 Group Sponsor pull-ins additional residents April 6-9 - Phase 2 (Singles, doubles, triples, and unfilled apartment vacancy) Group Formation April 12 - Phase 2 Lottery time slots sent to Group Sponsor April 19 - Phase 2 Group Sponsor selects housing assignments and assigns roommates April 24 - Second Consideration for Medical Housing Accommodations due
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