Talking Stick - March/April 2016 - 51
Students from the
Hayden community
on NYU's campus
represent with their
shirts. Hayden Hall
is a first-year student
community with two
faculty fellows in
residence.
PHOTO COURTESY OF NEW YORK UNIVERSITY
These emerging communities took a variety
of forms, including those based on honors
programs, freshman-interest groups, academic
majors, themed housing, or other shared
student experiences. The element they all had
in common, though, was that they provided the
students an increased opportunity for active
learning experiences.
At first, much of the original assessment
of these living-learning programs was done by
linking them to pre-existing related student
affairs research. For example, when noted
Syracuse University sociology professor
Vincent Tinto put forth his principles
regarding student retention, he posited that
"Effective retention programs are committed
to the development of supportive social and
educational communities in which all students
are integrated as competent members." It was
then a small step for housing departments to
say "living-learning programs are social and
educational communities, ergo, living-learning
communities support student retention."
This was the situation facing Karen
Kurotsuchi Inkelas when she first began
her research into the outcomes of livinglearning programs. "I was coordinating a
research office for university housing at the
University of Michigan in the late 1990s,"
says Inkelas, currently an associate professor
at the University of Virginia Curry School of
Education in Charlottesville, "and they wanted
to do an assessment of their living-learning
offerings. So, naturally, I did a literature
review and found that there really wasn't very
much research conducted on living-learning
programs, which surprised me, given that
living-learning programs were extremely
popular in the 1980s and 1990s. The existing
literature, especially much of the work coming
out of the Washington Center at Evergreen
State College, was pretty much focused on
learning communities rather than livinglearning programs. When I moved to a faculty
position [at the University of Maryland] in
2001, I transformed my original assessment
of Michigan's living-learning programs into
a multi-institutional study along with Aaron
Brower at the University of Wisconsin,
Madison."
MARCH + APRIL 2016
51
Talking Stick - March/April 2016
Table of Contents for the Digital Edition of Talking Stick - March/April 2016
Talking Stick - March/April 2016
Contents
Vision
Just In
Calendar
Your ACUHO-I
Transitions
Facilities
Human Resources
Fiscal Resources
Managing Full Circle
Making It Count
Conversations
First Takes
Around Student Affairs
New Members
Snapshot
Talking Stick - March/April 2016 - Intro
Talking Stick - March/April 2016 - BB1
Talking Stick - March/April 2016 - BB2
Talking Stick - March/April 2016 - Talking Stick - March/April 2016
Talking Stick - March/April 2016 - Cover2
Talking Stick - March/April 2016 - 1
Talking Stick - March/April 2016 - 2
Talking Stick - March/April 2016 - Contents
Talking Stick - March/April 2016 - 4
Talking Stick - March/April 2016 - 5
Talking Stick - March/April 2016 - 6
Talking Stick - March/April 2016 - 7
Talking Stick - March/April 2016 - Vision
Talking Stick - March/April 2016 - 9
Talking Stick - March/April 2016 - Just In
Talking Stick - March/April 2016 - 11
Talking Stick - March/April 2016 - 12
Talking Stick - March/April 2016 - BI1
Talking Stick - March/April 2016 - BI2
Talking Stick - March/April 2016 - 13
Talking Stick - March/April 2016 - 14
Talking Stick - March/April 2016 - 15
Talking Stick - March/April 2016 - 16
Talking Stick - March/April 2016 - 17
Talking Stick - March/April 2016 - Calendar
Talking Stick - March/April 2016 - 19
Talking Stick - March/April 2016 - Your ACUHO-I
Talking Stick - March/April 2016 - 21
Talking Stick - March/April 2016 - Transitions
Talking Stick - March/April 2016 - 23
Talking Stick - March/April 2016 - Facilities
Talking Stick - March/April 2016 - 25
Talking Stick - March/April 2016 - 26
Talking Stick - March/April 2016 - 27
Talking Stick - March/April 2016 - Human Resources
Talking Stick - March/April 2016 - 29
Talking Stick - March/April 2016 - 30
Talking Stick - March/April 2016 - 31
Talking Stick - March/April 2016 - Fiscal Resources
Talking Stick - March/April 2016 - 33
Talking Stick - March/April 2016 - 34
Talking Stick - March/April 2016 - 35
Talking Stick - March/April 2016 - Managing Full Circle
Talking Stick - March/April 2016 - 37
Talking Stick - March/April 2016 - 38
Talking Stick - March/April 2016 - 39
Talking Stick - March/April 2016 - 40
Talking Stick - March/April 2016 - 41
Talking Stick - March/April 2016 - 42
Talking Stick - March/April 2016 - 43
Talking Stick - March/April 2016 - 44
Talking Stick - March/April 2016 - 45
Talking Stick - March/April 2016 - 46
Talking Stick - March/April 2016 - 47
Talking Stick - March/April 2016 - Making It Count
Talking Stick - March/April 2016 - 49
Talking Stick - March/April 2016 - 50
Talking Stick - March/April 2016 - 51
Talking Stick - March/April 2016 - 52
Talking Stick - March/April 2016 - 53
Talking Stick - March/April 2016 - 54
Talking Stick - March/April 2016 - 55
Talking Stick - March/April 2016 - Conversations
Talking Stick - March/April 2016 - 57
Talking Stick - March/April 2016 - 58
Talking Stick - March/April 2016 - First Takes
Talking Stick - March/April 2016 - 59
Talking Stick - March/April 2016 - Around Student Affairs
Talking Stick - March/April 2016 - 62
Talking Stick - March/April 2016 - New Members
Talking Stick - March/April 2016 - Snapshot
Talking Stick - March/April 2016 - Cover3
Talking Stick - March/April 2016 - Cover4
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