Talking Stick - March/April 2018 - 47

Assessment Holds
It Together
Mortar between the
bricks = assessment

Intentional
integration
Study groups
K-12 outreach
Career workshops
Visiting work setting
Theme-related activities

Courses
for
credit

Clear goals
& objectives

Faculty
advising

Academic
Affairs

Academically Socially
supportive
supportive
climate
climate

Residential Life/
Housing

COLLABORATION

Although the pinnacle represents the
highest level of the pyramid, there is
a final aspect to the living-learning community best practices model. Described
as the "mortar between the bricks,"
assessment is a vital component to
creating and maintaining vibrant LLCs.
Effective assessments evaluate discrete
parts of the LLC programming (e.g.,
courses, staff, and cocurricular activities) and the extent to which all facets
of the program align with its goals and
objectives and integrate with other
elements of their programs. Despite
acknowledged efforts by the LLCs
studied in the National Study of LivingLearning Programs to strengthen their
assessment efforts, most were only
in the beginning phases of designing
and executing their assessment plans.
Accordingly, as LLCs contemplate the

Adequate
resources

types of assessments they might pursue, a strong assessment plan should
include the extent to which the LLC's
various building blocks are aligned with
the program's goals and objectives, the
effectiveness of the discrete building
blocks in achieving those goals and
objectives, and the level of integration
of the various building blocks to form a
cohesive program.
In assessing the extent to which
programming and resources in the
LLC model are integrated with one
another, it is important for researchers to study how both the LLC student
participants and faculty, staff, and
community partners experience these
integrative components. As a summative assessment, LLCs should measure how the integration of different
activities (e.g., courses for credit and

cocurricular activities, faculty advising,
and supportive residence hall climates)
facilitates student outcomes, which
should align with program goals and
objectives. For example, did the coordination of an architectural tour field
trip sponsored by the LLC enhance
students' learning outcomes in the
architectural history course, over and
above the course's regular curriculum?
In addition, through formative
assessment, LLCs should document
how they make explicit connections
between the various elements of the
best practices model as well as which
connections were more or less successful in augmenting students' outcomes.
Using the same example, did the
instructor of the course meet with the
LLC staff in charge of developing field
trip ideas and brainstorm possibilities
for excursions? When did that meeting
take place, and what resources needed
to be made available for the architectural tour to come to fruition? A good
understanding of timing and how processes unfold can aid in LLC planning
in future years. Moreover, LLCs should
document various interventions attempted in relation to the event (in this
case, the architectural tour field trip)
and whether those interventions were
or were not beneficial. For example, did
providing the LLC participants with a
short primer on prominent architectural styles in the nearby city prior to the
field trip enrich their excursion experience? Did having the course instructor
accompany students on the field trip
bolster or detract from students' experiences? Did choice of transportation
influence the experience?
Like the assessment of LLC effectiveness in achieving its goals and
objectives, there is no one way to
study intentional integration and its
effects. Once the types of integrative
activities are identified for assessment, researchers should follow a
standard assessment process, beginning with articulation of the study's
overarching research questions and

MARCH + APRIL 2018

47



Talking Stick - March/April 2018

Table of Contents for the Digital Edition of Talking Stick - March/April 2018

Talking Stick - March/April 2018
Contents
Vision
Calendar
Your ACUHO-I
Transitions
Res Life
Facilities
Special Focus
Winning Halls
The Living-Learning Community Pyramid
Conversations
First Takes
New Members
Snapshot
Talking Stick - March/April 2018 - Intro
Talking Stick - March/April 2018 - BB1
Talking Stick - March/April 2018 - BB2
Talking Stick - March/April 2018 - Talking Stick - March/April 2018
Talking Stick - March/April 2018 - Cover2
Talking Stick - March/April 2018 - 1
Talking Stick - March/April 2018 - 2
Talking Stick - March/April 2018 - Contents
Talking Stick - March/April 2018 - 4
Talking Stick - March/April 2018 - 5
Talking Stick - March/April 2018 - 6
Talking Stick - March/April 2018 - 7
Talking Stick - March/April 2018 - Vision
Talking Stick - March/April 2018 - 9
Talking Stick - March/April 2018 - 10
Talking Stick - March/April 2018 - 11
Talking Stick - March/April 2018 - 12
Talking Stick - March/April 2018 - 13
Talking Stick - March/April 2018 - 14
Talking Stick - March/April 2018 - 15
Talking Stick - March/April 2018 - 16
Talking Stick - March/April 2018 - 17
Talking Stick - March/April 2018 - Calendar
Talking Stick - March/April 2018 - 19
Talking Stick - March/April 2018 - Your ACUHO-I
Talking Stick - March/April 2018 - 21
Talking Stick - March/April 2018 - Transitions
Talking Stick - March/April 2018 - 23
Talking Stick - March/April 2018 - Res Life
Talking Stick - March/April 2018 - 25
Talking Stick - March/April 2018 - 26
Talking Stick - March/April 2018 - 27
Talking Stick - March/April 2018 - Facilities
Talking Stick - March/April 2018 - 29
Talking Stick - March/April 2018 - 30
Talking Stick - March/April 2018 - 31
Talking Stick - March/April 2018 - Special Focus
Talking Stick - March/April 2018 - 33
Talking Stick - March/April 2018 - 34
Talking Stick - March/April 2018 - 35
Talking Stick - March/April 2018 - Winning Halls
Talking Stick - March/April 2018 - 37
Talking Stick - March/April 2018 - 38
Talking Stick - March/April 2018 - 39
Talking Stick - March/April 2018 - 40
Talking Stick - March/April 2018 - 41
Talking Stick - March/April 2018 - 42
Talking Stick - March/April 2018 - 43
Talking Stick - March/April 2018 - The Living-Learning Community Pyramid
Talking Stick - March/April 2018 - 45
Talking Stick - March/April 2018 - 46
Talking Stick - March/April 2018 - 47
Talking Stick - March/April 2018 - 48
Talking Stick - March/April 2018 - 49
Talking Stick - March/April 2018 - 50
Talking Stick - March/April 2018 - 51
Talking Stick - March/April 2018 - Conversations
Talking Stick - March/April 2018 - 53
Talking Stick - March/April 2018 - 54
Talking Stick - March/April 2018 - 55
Talking Stick - March/April 2018 - First Takes
Talking Stick - March/April 2018 - 57
Talking Stick - March/April 2018 - 58
Talking Stick - March/April 2018 - New Members
Talking Stick - March/April 2018 - Snapshot
Talking Stick - March/April 2018 - Cover3
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