The Journal of College and University Student Housing - Volume 44, No. 1 - 90

Kathleen Buell * Vaughn Love * Christina Yao

TRENDS IN
LIVING-LEARNING PROGRAMS
In 1927, the University of Wisconsin started
what we consider the first iteration of a
modern LLP (Smith et al., 2004), which incorporated faculty who acted as professor and
adviser, a required curriculum, and a residential living experience. Over the next several
decades, LLPs continued to evolve and expand,
both in numbers and in structure. By the late
20th century and the early 21st century, critics
were again calling for reform in undergraduate
education in the United States, describing it as
passive, unengaging, and disconnected (Fink
& Inkelas, 2015). Several national reports, including one from the National Institute of
Education (1984) and a series from the Kellogg
Commission on the Future of State and LandGrant Universities (2001), cited the need for
an increase in student learning and for organizing students into smaller, more engaged
communities. As a result, reform and innovation continued within LLPs during this time at
institutions across the country.
Over the next 20 years, much of the literature on LLPs focused on several different
themes such as student outcomes, social adjustment to college, student support services,
targeted student populations, and the role of
faculty. In addition, Inkelas, Soldner, Longerbeam, and Leonard (2008) established LLP
typologies in an effort to quantify student
outcomes. Through their comprehensive empirical analysis, they identified three structural
types of living-learning programs: "Small,
Limited Resourced, Primarily Residential
Life Emphasis"; "Medium, Moderately Resourced, Student Affairs/Academic Affairs
Combination"; and "Large, Comprehensively
90

While conclusions have been
mixed as to whether or not LLP
participation leads to specific career
outcomes, research indicated that
student outcomes in LLPs include
a sense of belonging and positive
relationships with peers and faculty .

Resourced, Student Affairs/Academic Affairs
Collaboration" programs (pp. 502-503). The
creation of these structural typologies allowed
for intentional planning and benchmarking,
particularly when considering the factors of
student learning and academic partnerships.
Within the structural typologies, LLPs
promote and prioritize student learning. For
example, Inkelas and Weisman (2003) found
that students across different types of LLPs
demonstrated higher levels of academic engagement along with greater academic progress. Moreover, the authors highlighted the
differences between LLP models in relation to
student learning, demonstrating that thematic
focus matters in relation to the outcomes that
are produced. Across the three types studied-
first-year transition, honors program, and curriculum-based programs-findings indicated
that students in first-year and honors LLPs
reported more frequent use of critical thinking skills, social interactions with faculty, and
more intercultural awareness than those in the
curriculum-based programs. In contrast, students in the curriculum-based LLPs were more

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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