The Journal of College and University Student Housing - Volume 44, No. 1 - 93
LLPs Historical Review
FORWARD: LEARNING
COMMUNITIES AT THE
UNIVERSITY OF NEBRASkALINCOLN
The University of Nebraska-Lincoln (UNL)
is a large public research university with an
enrollment of 26,000 students, with the fall
2016 first-time freshman cohort consisting of
5,000 students (University of Nebraska Office
of Institutional Research, Analytics, and Decision Support, 2016). The UNL Learning Communities (LC) program for first-year students
began in 1997 with three programs and has
since expanded to 26 learning communities
sponsored by 15 colleges, departments, and
offices (University of Nebraska, 2017). UNL's
learning community model is guided by three
features: co-enrolled courses, shared residential living spaces, and cocurricular experiences
focused on academic and career exploration
(University of Nebraska, 2017). Similar to
the RLCs described by Zeller (1994), UNL's
Learning Communities unit is an intentional
partnership between the academic affairs and
student affairs divisions. The office is made
up of four full-time staff: two from the University Housing Residence Life department
and two from Undergraduate Education. In
addition, upper-level administrators from
both academic affairs and student affairs sit
on the LC steering committee, ensuring that
perspectives and expertise from across the
university are represented. Applying Inkelas
et al.'s (2008) framework, the UNL learning
community program most closely aligns with
cluster three, or ''Large, Comprehensively
Resourced, Student Affairs/Academic Affairs
Collaboration" (p. 503). With almost 700
students, a wide range of academic resourc-
es, diverse program offerings, and a large
number of required courses and affiliated
faculty, cluster three is the most representative of the learning communities at UNL.
Faculty involvement is central to the overall
success of LLPs (Sriram & Shushok, 2010).
Every UNL learning community has a faculty
or staff sponsor from a partnering academic
department who organizes programming,
mentors residents in their academic or career
field, connects students to on- and off-campus
resources, and selects courses that students
take during their tenure in the LC. Sponsors
select the LC theme, identify courses LC students should be co-enrolled in (sometimes designing and instructing a seminar exclusively
for the LC), and develop most of the educational programming.
The UNL Learning Communities office
continues to build sustainable partnerships
across campus, recognizing that faculty experience a number of time constraints and competing responsibilities that often challenge their
LC participation (Ellett & Schmidt, 2011). UNL
Learning Communities do not provide monetary stipends or tenure and promotion credit
to incentivize the role for faculty. Although an
LC can serve as a strong recruitment tool for
an academic unit, many faculty and staff are
intrinsically motivated to sponsor an LC. As
reflected in the literature (Ellett & Schmidt,
2011; Sriram & Shushok, 2010), faculty sponsors report positive experiences in interacting
with students and building relationships with
LC members.
LLPs have long been understood to support
the academic and social transition into college
for students (Inkelas et al., 2007). To that end,
UNL learning community staff have attempted
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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
Contents
The Journal of College and University Student Housing - Volume 44, No. 1 - Intro
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