Project one: Research Essay
I am interested in researching Living Learning Communities, exploring the benefits and drawbacks of living with like-minded people, going to classes, events, programs and even working with them.
First, I live in Cawthon Hall. There are two LLCs in the Hall: Music LLC and WIMSE (Women in Math, Science and Engineering) LLC. While I am one of the few residents who doesn’t live in the LLC, Cawthon is a community where everyone talks. I am involved in Hall Council and I am well versed in both communities. I’ve always had an interest in music, I technically study math but am not in the LLC, and at the moment I am applying to be RA and the duty of an RA is to be well versed about living and learning communities and how to ensure that they run efficiently and with little conflict. I would say that despite not being “in the community,” I’m pretty much “in the community.”
By living in the hall, I am able to observe the pros and cons of both LLCs. I can conduct interviews with the Head Staff, LLC coordinators, Housing and students who live in the LLC. Additionally, there is ample research (scholarly and non-academic) on the LLC as this is a growing community idea on college campuses across the nation.
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Thesis/Question: How is does a LLC impact a student both academically and socially?
Research Question/Rationale
Annotated Bibliography-First 2 Annotations+Other Citations
Rachel Surgent
Madeleine Kahl
ENC 2135
31 January 2018
Annotated Bibliography
Arensdorf, Jill and Janett Naylor-Tincknell. “Beyond the Traditional Retention Data: A
Qualitative Study of the Social Benefits of Living Learning Communities.” Learning
Communities: Research & Practice, vol. 4, no. 1, 01 Jan. 2016. EBSCOhost.
Jill Arensdorf is the Chair and Associate Professor of Leadership Studies at Fort Hays University. She studied Agricultural Economics at Kansas State University, Masters in Agricultural Education and Leadership at Texas A&M and her Ph.D. in Curriculum and Instruction at Kansas State University. Her interests are focused on youth leadership, service learning and civic engagement. She is involved in the American Democracy Project and Fort Hays University’s L3- Live. Learn. Lead. LLC program. Janett Naylor-Tincknell is the Associate Professor/ Director of the Experimental Psychology Graduate Program. She has her PhD from the University of Oklahoma. She focuses her research on Developmental Psychology.
It is understood that Living Learning Communities (LLCs) show increased student retention rates and overall academic performance in comparison to non-LLC students. In this focus group study consisting of 42 students including 17 non-LLC residents are asked several questions to examine the social aspects of the LLC and compare the results with students who are not involved in a LLC. There was some background on LLCs and previous research was done before the beginning of the focus group study. The twist on this study is the in depth analysis of the social aspects of an LLC, rather than the academic aspects. It is a well stated fact that, “LLC participants have higher retention rates, more timely progression towards a degree and higher GPAs (Buch & Spaulding, 2008),” (Arensdorf & Naylor-Tincknell). The questions were condensed and broken up into categories that were thoroughly analyzed. The categories included, Organization/Student Success, Engagement/University Community, Communication with Peers, and Faculty Connections. Both LLC residents and non-LLC residents were asked the same questions, however there was stark contrast between the answers. In terms of Engagement, LLC students responded like, “When you’re in a learning community, you’re automatically more noticed. I mean you stand out more than the rest of the freshmen in the class.” While non-LLC students responded along the lines of, “Through my fraternity brother actually getting involved in church, and just getting more involved in church and meeting all the older people that attend there and not just college students.” It was recognized that LLCs often stuck together and didn’t know many outside of their LLC, while non-LLC students knew more people throughout the campus, as well as the community.
This research is helpful for me because I can analyze the effects of an LLC in relation to social benefits or deficits. The research here shows that there are positives and negatives to an LLC because it can bring people together who share a commonality, however it can restrict residents from expanding their realms out onto the college campus, as well as the community, and prevent them from getting to know those who come from diverse backgrounds, or those who have other interests.
Cambridge-Williams, Tiffany, et al. “University 100 Orientation Courses and Living-Learning
Communities Boost Academic Retention and Graduation via Enhanced Self Efficacy and
Self-Regulated Learning.” Journal of College Student Retention: Research, Theory &
Practice, vol. 15, no. 2, 01 Aug. 2013, pp. 243-268. EBSCOhost.
Dunn, Allison L., et al. “Leadership Mindsets of First Year Undergraduate Students: An
Assessment of a Leadership-Themed Living Learning Community.” Journal of
Leadership Education, vol. 15, no. 3, June 2016, pp. 151-169. EBSCOhost
Leading author Allison Dunn is an Assistant Lecturer at Texas A&M University. She studied Chemistry at Brigham Young University, has her Masters in Sociology and is working towards her A.B.D. Agricultural Leadership, Education, and Communications from Texas A&M University. She often researches topics such as Collegiate Leadership Programs, Intersection of leadership education in Student and Academic Affairs, Leadership pedagogy and Student motivation and intent to lead.
In this research, Dunn et al. give pre and post surveys to show how participation in LLCs influenced their leadership mindset in hierarchical and systemic thinking. Research showed greater improvement in systemic thinking rather than hierarchical thinking in terms of leadership. Prior research was noted before the results of the surveys. Dunn noted, “Modern LLCs are developed and designed as a high impact practice aimed at improving the educational environment to subsequently improve educational outocmes of undergraduate students, (Rocconi, 2011),” (Dunn et al. 152). The research showed that, “by focusing on active rather than passive learning, LLCs are able to create a sense of community within the participants and between the program participants and their faculty members, thus providing a positive environment for improved educational outcomes,” (Dunn et al. 152).
This source can tie together with the previously cited source because of the engagement, faculty connections, and sense of community mentioned in both studies. While this article focuses mainly on academics, rather than social aspects, the results can easily be bound together to show the overall success provided by the Living Learning Community.
Inkelas, K. K. & Weisman, J. L. “Different by Design: An Examination of Student Ouctomes
Among Participants in Three Types of Living-Learning Programs.” Journal of College
Student Development, vol. 44, no. 3, 2003, pp. 335-368. Project MUSE.
“Living-Learning Programs for the Success of Undergraduate Women in STEM.” 2014 IEEE
Integrated STEM Education Conference, Integrated STEM Education Conference
(ISEC), 2014 IEEE, 2014, p. 1. EBSCOhost.
Sears, Stephanie and Dawn Lee. “The Esther Madriz Diversity Scholars: A Case Study of
Critical Consciousness Development within a Living-Learning Community.” Journal of
College & University Student Housing, vol. 43, no. 3, May 2017, pp. 54-67. EBSCOhost.
Spanierman, Lisa B., et al. “Living Learning Communities and Students’ Sense of Community
and Belonging.” Journal of Student Affairs Research and Practice, vol. 50, no. 3, 01
Aug. 2013, pp. 308-325. EBSCOhost.
Interview Questions
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I would like to interview Denise Mercier, the coordinator for LLCs at FSU.
1. Which LLC do you think is the most "community oriented"
2. Is there a noticeable difference in students (academically) who are involved in a LLC than students who are not?
3. Do you think the overall college experience is altered because of students choosing to study in LLC
4. Why are there LLCs for some majors, but not all majors?
5. Does LLC promote healthy competition between like-minded people?
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Peer Profile: Calli
Calli’s Experience at FSU
If anyone would have asked Calli last year where she would think she’d be this year, she would have told them University of Florida. After a turn of events, Calli now goes to Florida State University. She had her reservations about it, she didn’t know many from her hometown going to Florida State and she was extremely nervous. Now, Calli loves Florida State and she couldn’t imagine herself anywhere else.
Calli grew up in a small town outside of Orlando, Florida. She graduated from a relatively small school of about 1000 students. A lot of graduates from her high school chose not to continue on with supplementary education. Plus, a school as big as Florida State can surely be overwhelming with over 40,000 students. Many of her friends decided they were going to University of Florida, with high hopes of continuing her education alongside of them; however, Calli didn’t realize that the best had yet to come for her, and it surely wouldn’t come from University of Florida. She wouldn’t realize that she would be meeting many new friends and creating new memories at Florida State.
For a start, she didn’t know her roommate very well, “it was my best friend’s cousin.” However, her and her roommate are closer than ever. Additionally, Calli is a member of Alpha Delta Pi, a popular social sorority on campus. During rush week, ADPi wasn’t her first choice but since joining she has met “so many true friends,” and now loves every aspect of her sorority.
Academically, Calli is currently exploring her options before officially declaring a major. Originally, she was interested in dermatology but has since then chose to look at other paths. Before coming to FSU, she has not learned a secondary language, but would love to pick up Spanish during her four years at FSU. She would like to learn Spanish as a way to connect with her roots. She joked, “no one would have guessed it, but half of my family is Hispanic… they’ve stopped teaching it [to younger generations].” She feels that not only would learning Spanish be useful, but it would also be a way to learn more about her culture.
Calli lives in DeGraff Hall and overall likes it. She especially enjoys the convenience of “going to get pizza or walking to The Strip at night.” The only downside of living in DeGraff she says is the proximity to class. Calli would definitely say she, “[doesn’t] like that it is so far from [her] other classes.”
After a full semester here at FSU, Callie would proudly say she loves Florida State. She is so ecstatic about being at Florida State that she would even go as far to say she is, “really happy [she] didn’t get into UF,” after all. She has made so many memories and looks forward to making more with her new friends, sisters, and everyone she meets along the way.
Living Learning Communities (LLCs) have been gaining popularity on University campuses over the last 20 years. While I did not have the option to fully join a Living Learning Community, my residence hall, Cawthon, is made up of roughly 80% LLC residents. There are two LLCs housed in Cawthon: Music and Women in Math, Science and Engineering (WIMSE). Even living in the non-LLC portion of Cawthon, one can be fully immersed into the Living Learning Community lifestyle. My friends all belong to LLCs, I’ve sat in on colloquiums and seen how a community can be developed from an LLC. Being surrounded by two LLCs has prompted me to continue researching the formation, success and the academic and social impact that a Living Learning Community has on a student. In this essay, I will examine if LLC students are more academically and socially successful than their non-LLC counterparts and ask why? Through much research, and sitting down for an interview with Dr. William Parker, the exploratory-LLC coordinator for Bryan Hall, I have learned an ample amount of information that proves why LLCs are continually successful.
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Research-Intro