The Journal of College and University Student Housing - Volume 44, No. 1 - 97

LLPs Historical Review

. . . technology could be used to
allow LLPs to move into virtual and
online spaces through coursework
and programmatic efforts . By
creating online space for LLPs to
exist, participation is not limited to
those who live on campus .

ticularly as colleges and universities continue
to urge them to connect the disparate aspects
of their educations into a more cohesive educational narrative to creative an integrative
learning experience (Association of American
Colleges & Universities, 2017).
Another innovative practice for LLPs both
inside and outside the classroom is the incorporation of modern technology and social
media, which are now everyday parts of students' lives. In an article on the importance of
LLPs moving into the digital age, Zeller (2008)
suggested that, with proper incorporation of
new technologies, LLPs "can likely become
even more powerful learning environments
than they are today" (p. 68). Technology use in
cocurricular development can keep LLPs innovative and relevant to today's students. Strayhorn (2012) found that high frequency use of
social networking sites correlates with a low
sense of belonging on campus. This finding
could indicate that students who do not feel
connected to their campus turn to social networking sites for a sense of belonging. Technology use in cocurricular, residential settings

would help LLPs stay relevant to modern students. LLPs can utilize social media to connect
students with each other, LLP staff, and LLP
faculty. While the residential space would
continue to be the primary site of an LLP's
community, creating space for students to
engage online with other LLP participants and
associated faculty and staff would further encourage sustained involvement with the community. Additionally, technology could be used
to allow LLPs to move into virtual and online
spaces through coursework and programmatic
efforts. By creating online space for LLPs to
exist, participation is not limited to those who
live on campus. For example, students who
live on campus and participate in an LLP one
year could still remain active participants for
multiple years through a virtual community,
including online and hybrid courses. This
fosters sustained involvement for students
who may choose to live elsewhere or even for
those who take advantage of study abroad opportunities. In doing so, this creates investment that could potentially continue beyond
graduation and encourage alumni participation and financial support.
Recruiting and retaining a more diverse
population of participants is an increasing
priority for living-learning programs. While research has indicated that marginalized populations may see greater benefits from engaging
in LLPs, institutions continue to see participation gaps. As colleges and universities become
more diverse in a multitude of ways, LLPs
need to reflect the wider campus population.
As such, it is important to consider if current
thematic offerings are sufficient to serve the
needs and preferences of underrepresented
students. Affinity housing, in which students

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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