The Journal of College and University Student Housing - Volume 44, No. 2 - 12

Kane P. Mach * Sarah R. Gordon * Katie Tearney * Leon McClinton, Jr.

directly and indirectly associated with high
impact practices of student engagement that
encourage learning, collaboration, reasoning,
discussions with diverse others, and studentfaculty interactions (Peterkin, 2013; Robsham,
2017).
Since the 1980s, there has been a proliferation of living-learning programs (LLPs) implemented in college and university housing

. . . a strong relationship between
academic units and residential life,
which includes clearly stated goals
and adequate resources, is the key
to a solid LLP infrastructure .

programs across the United States (Stassen,
2003; Stier, 2014). These intentional learning communities started as "social clubs" in
Oxford and Cambridge and then evolved into
intentional learning communities later at Yale,
Harvard, and Princeton (Brower & Inkelas,
2010). The types of LLPs vary from being thematic (based on culture, hobbies, interests,
experiences, or student classification) to being
tied to an area of study or academic major, such
as civic and social leadership, fine and creative
arts, or wellness/health (Brower & Inkelas,
2010). In order to help create a smaller collegiate environment within the larger campus
setting, a growing number of faculty have
chosen to live in students' residential spaces
(Wecker, 2011).
12

IMPORTANT KEYS TO LLP
SUCCESS
Intentional living-learning communities thrive
when there is an equally supportive partnership
between the academic and student affairs representatives (Inkelas, 2016). By nature of the
community's location in on-campus housing,
housing and residential life staff are present
and active in the majority of LLPs (Brower &
Inkelas, 2010). However, the 2004 and 2007
National Study of Living-Learning Programs
indicated that the majority of LLPs do not have
a full commitment from faculty (Brower &
Inkelas, 2010), and this lack of commitment
makes it more challenging for the intentional
approaches of LLPs to reach maximum potential. Inkelas' (2016) best practice pyramid
for LLPs illustrates that a strong relationship between academic units and residential
life, which includes clearly stated goals and
adequate resources, is the key to a solid LLP
infrastructure. However, in many four-year
institutions, the collaborative spirit between
the two essential units is even more difficult
to conjure up. Selecting student and professional hall staff who understand the mission,
providing training specific to the intentional
community, and equipping faculty with appropriate resources are essential building blocks
to a successful community (Stier, 2014).

LLPS' INFLUENCE ON STUDENT
OUTCOMES
While the staffing and administrative aspects
of LLPs may sometimes be challenging, the
benefit of these communities for students
is clear. Tinto states that "to persist, students
need integration into formal (academic performance) and informal (faculty/staff in-

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The Journal of College and University Student Housing - Volume 44, No. 2

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