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Applying the Best Practices Model
While the interdisciplinary approach of the IMPACT LLC provides students
an avenue to pursue a leadership studies minor, the Voices of Justice LLC engages
students in interdisciplinary coursework in Religious Studies, Social Justice,
and American Studies. Through these core classes, including two tightly integrated
and co-taught courses in American Studies, students in this LLC are halfway to
an American Studies minor and a third of the way towards an American Studies
major by the end of their first year. Because the field of American Studies is interdisciplinary
by design, it pairs well with other majors. Students in the Voices of
Justice LLC are not only being introduced to the field, but are also immersed in engagements
with multiple views and voices-the deliberative dialogue and engaged
pluralism at the heart of American Studies.
Faculty Advising
In the early stages of the LLC experience, students may not recognize the interdisciplinary
and integrative nature of their LLC coursework. A strong faculty advising
model within the structure of the community helps to bring this integration to life.
Traditional models of higher education view faculty advising as academic advising.
Though this conception is accurate to some extent, faculty advising in the context
of LLCs has the potential to extend beyond the academic realm of a student's experience.
The advising that LLC faculty offer students includes helping them to observe
the intersections that exist across their LLC experience in order to promote
active learning and to recognize their achievement potential (Beckowski & Gebauer,
2018; Cox, 2011; Umbach & Wawrzynski, 2005). Inkelas and colleagues (2018) discuss
the importance of a more traditional lens of faculty advising due to programs evaluated
via the NSLLP serving first-year students who, in the midst of developing their
academic and social identities, look to faculty to provide them with direction. Though
this guidance may begin as the primary focus of students' relationship with faculty
advisors, these researchers acknowledge the potential shift that often arises within the
LLC context. Student-faculty interactions may well shift as students move from perceiving
LLC faculty solely as sources of knowledge to appreciating them as mentors
and partners in learning with shared interests who are willing to help them explore
their sense of purpose.
Evaluating the BPM block for faculty advising in relation to Cabrini University's
LLCs reveals the extent to which faculty advising is embedded into the one-credit COL 101
course taken in students' fall semester. The LLC faculty member teaching this course also
serves as the faculty advisor to students in their LLC. This faculty member continues as
the academic advisor to the LLC students until a student declares a major, at which time
the student is then moved to an academic advisor within their major department (at the
earliest, in the spring semester of the first year). Having a faculty advisor serve as a faculty
member within the LLC is critical. It ensures that all students are enrolled in spring term
LLC courses and facilitates students considering the intersections between their LLC
experience and their major and career.
40 The Journal of College and University Student Housing

Journal of College & University Student Housing Volume 48, No. 2

Table of Contents for the Digital Edition of Journal of College & University Student Housing Volume 48, No. 2

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