Best Practices in Living-Learning Programming: Results From a Multiple Case Study

• In Event: College Student Involvement: Exploring Contexts and Outcomes

Abstract

This paper summarizes a four-campus case study of high-performing living-learning programs in Spring of 2008 along the following dimensions of perceived effectiveness: partnerships among Academic and Student Affairs units; existence of campus champions; physical and fiscal support; faculty involvement; regular communication; clear goals and objectives; peer-to-peer and peer-to-faculty interaction; and curricular and co-curricular programming tied to program goals. Results of the study reveal that, while all of the above characteristics were found in all four cases, there were unexpected variations in how these dimensions were exemplified that run counter to prior literature. Finally, this study’s findings were developed into a schematic that has the potential to transform living-learning programming for practitioners and relevant stakeholders.

Authors

• Karen K. Inkelas, University of Virginia

• Jason C. Garvey, University of Maryland

• Claire Kathleen Robbins, University of Maryland