The Journal of College and University Student Housing - Volume 44, No. 1 - 76

William J . Zeller

Academic reports, particularly in the area of
general education reform, also cite the importance of curricular-cocurricular partnerships.
The Task Group on General Education (1988)
stated that "Administrative divisions between
Student Affairs and academic offices interfere with the integration of the classroom and
residential life. Close collaboration between
Student Affairs and academic administrators
is essential to this integration" (p. 46).
The ACT College Outcome Measures
Project (1982) stated that "achieving the objectives of General Education requires more than
simply offering courses. How these courses
are taught, the kind of advice students receive,
and what happens outside the classroom are
equally important" (p. 15).
In 1987, Kuh, Shedd, and Whitt argued
convincingly that significant similarities exist
between the educational goals of Student
Affairs and liberal education. They called for
stronger collaboration between the two areas.
Other recent findings suggest that undergraduate education also can be greatly improved by enhancing the connections students
have with each other, with their instructional
faculty, and between their various academic
disciplines.
In his national study of undergraduate education, Astin (1993) concluded that "viewed
as a whole, the many empirical findings from
this study seem to warrant the following
general conclusions: The student's peer group
is the single most potent source of influence
on growth and development during the undergraduate years" (p. 398). The second most
potent source is the relationship that exists
between students and faculty. Having a faculty

76

that is highly student-oriented contributes significantly to student success and retention.
In addition, Light (1992) stated that the
findings of the Harvard Assessment Seminars
"point to and illustrate one main idea. It is that
students who get the most out of college, who
grow the most academically, and who are the
happiest, organize their time to include interpersonal activities with faculty members, or
with fellow students, built around substantive
academic work" (p. 6).
Recent developments in enhancing formal
classroom instruction also indicate a trend
toward active learning, collaboration, and interdisciplinary education. Helping students
make connections with each other, with their
faculty, and within their course offerings all
point toward a richer and more beneficial
experience.
Collaborative learning and group-work opportunities have been a growing trend in classroom education for several decades (Goodsell,
Maher, & Tinto, 1992). Students working together in teams create opportunities that make
learning active rather than passive. Teamwork
also facilitates greater understanding and retention of the material. In addition, students
develop skills in areas such as communication, problem solving, group management
techniques, and cooperation (As cited in Collaborative Learning, 1992). Using upper-level
students as peer tutors and group facilitators
for younger students also enhances the learning for all involved (Collaborative Learning,
1992; Supplemental Instruction, 1992).
Another trend in classroom instruction
involves the creation of formalized connections between a selected series of classes by

T h e J o u r n a l o f C o l l e g e a n d U n i v e r s i t y St u d e n t H o u s i n g



The Journal of College and University Student Housing - Volume 44, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 44, No. 1

Contents
The Journal of College and University Student Housing - Volume 44, No. 1 - Intro
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