The Journal of College and University Student Housing - Volume 42, No. 2 - 31

A Learning Community Revisited

to college with a multitude of backgrounds
and experiences, which creates a challenge for
educators when trying to develop a seamless
living-learning experience. Astin (1984) proposed that learning depends on "the amount
of physical and psychological energy that the
student devotes to the academic experience"
(p. 297). A residence hall setting can either
contribute to that experience or just be a place
to live. Creating living-learning experiences
for students to actively participate in will also
enhance the opportunity for their success.
Based on the goals of a study analyzing
many of the challenges for higher education
(Association of American Colleges & Universities [AAC&U], 2002), new priorities include
"producing intentional learners, who can adapt
to new environments, integrate knowledge
from different sources, and continue learning
throughout their lives" (p. xi). Students are expected to become
EMPOWERED through the mastery of
intellectual and practical skills
INFORMED by knowledge about the natural
and social worlds and about forms of inquiry
basic to these studies
RESPONSIBLE for their personal actions and
for civic values. (p. xi)
The essential factor in transformative learning
is that it "always occurs in the active context of
students' lives" (American College Personnel
Association & National Association of Student
Personnel Administrators [ACPA & NASPA],
2004, p. 13).
In their discussion of the importance of designing learning communities in an intentional way, Brower and Dettinger (1998) concluded
that a learning community should provide

the context for developing complex thinking
skills-including divergent, ﬂexible, and critical
thinking-and social cognition, creativity,
and metacognition, whether the focus is on
civic, professional, or ethical responsibility.
Programs and activities are designed so
that students interact with material at a
much deeper level than simply receiving
information. (pp. 20-21)
According to Brower and Inkelas (2010),
successful living-learning programs with the
strongest outcomes are most likely to have the
following characteristics: "a strong studentaffairs-academic presence and partnership
. . . clear learning objectives with strong academic focus throughout the program" and an
ability to "capitalize on community settings to
create opportunities for learning wherever and
whenever it occurs" (p. 42). Living-learning
programs should be "intentionally designed
learning environments that work doggedly to
maximize student learning, and particularly
student learning related to the high-order skills
and abilities that allow students to become citizens and leaders of the world" (p. 43).
Zhao and Kuh (2004) found that "most
learning communities incorporate active and
collaborative learning activities and promote
involvement in complementary academic and
social activities that extend beyond the classroom" (p. 116). This encourages students to
connect with others in different disciplines as
well as developing social interactions because
of the amount of time spent with one another.
As a result of this intentional educational focus
and time spent together, the students become
members of a community that focuses on academic achievement as well as assisting in the
development of their own identity.

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The Journal of College and University Student Housing - Volume 42, No. 2

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 42, No. 2