The Journal of College and University Student Housing - Volume 44, No. 1 - 98

Kathleen Buell * Vaughn Love * Christina Yao

connect according to shared salient identities
rather than common interests, could represent
an interdisciplinary community that attracts
underrepresented or marginalized students.
Additionally, LLP staff can be strategic in the
recruitment and sustained involvement of upper-division underrepresented students who
were or are members to provide mentorship
and support for new LLP participants. They
could serve as teaching assistants for co-enrolled LLP courses or assist in programmatic
efforts in a way that promotes the generational
involvement of underrepresented students in
LLPs.
Our recommendations for future research
include conducting a multiple case study
of LLPs from various institutional types. In
doing so, we can better understand how different types of institutions are able to develop,
support, and implement living-learning programs. Contextual factors play a role in student
learning, and understanding multiple contexts
would contribute to the continued development of living-learning programs.
Another area of research includes examining the role of campus partners (e.g., academic departments, different functional areas)
in supporting living-learning programs. The
value in LLPs is in the collaborations that span
the campus, yet very little research is available
on the experiences of campus partners. Thus,
understanding campus partners' motivations
and experiences in co-facilitating these programs would be a valuable contribution to our
current knowledge of LLPs.

98

CONCLUSION
Living-learning programs have become an integral part of both the reform and the advancement of undergraduate education across the
country. In this review, we have highlighted
how far LLPs have come in the past 20 years,
beginning with Zeller's (1994) account of RLCs
at Washington State and ending with recommendations for future practice and research.
By using the LC program at UNL as a case
study, we have offered many ways that LLPs
can innovate in enhancing and expanding their
programs. We have also provided a portrait of
what LLPs look like today by examining their
evolution over the past 20 years. Through the
practices we suggest, such as the incorporation
of technology and strong collaboration with
campus partners, modern LLPs can meet their
goals of student engagement and success in
new and innovative ways. Zeller (1994) offered
an overview of effective learning communities
at WSU, which provided a historical perspective for understanding the importance of LLPs
in residential student learning. Looking back
since then, however, provides the opportunity
to see areas for future growth and how LLPs
can continue to develop over the next 20 years.

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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