Talking Stick - March/April 2018 - 50

have an infrastructure flexible enough
to accommodate new programming
and activities as well as the physical,
human, and financial resources to
support them and effective communication among all key stakeholders (students, faculty, staff) so that everyone
can participate and benefit.
On one campus that was experiencing a high-profile incident of sexual
violence, students in the wellness LLC
became interested in learning more
about tactics to intervene and defuse
a potentially dangerous situation between peers. With the encouragement
of the LLC staff, the students contacted
the Title IX office on their campus
and asked a staff member to visit
with the LLC and teach them about
bystander interventions. Word spread,
the workshop was a success, and other
residence halls began to ask the staff
member to lead a similar workshop
for their students. Soon the workshop
became a staple for all different kinds
of student groups in venues as diverse
as LLCs, fraternities and sororities,
and even academic departments. Thus,
although the impetus for the intervention was an unfortunate incident
involving sexual violence, more and
more students, with the encouragement of an LLC, learned about how
to intervene in potentially difficult
situations and possibly prevent further
violent incidents.
The concept of intentional integration sits at the pinnacle of the best
practices model because integration
serves to augment and enhance the
building blocks that comprise the rest
of the pyramid. The pinnacle is not
a new component or element of LLC
programming; instead, it serves to
remind LLC leadership and practitioners that the effective strength of the
LLC lies not in the individual blocks in
the pyramid but in the extent to which
they integrate to form a comprehensive and cohesive living and learning
environment. After all, students - with
or without an LLC - could indepen-

50

TALKING STICK

dently choose to live in a residence
hall, interact with their professors and
peers, take classes, and participate in
cocurricular activities. But the purpose
of an LLC is to provide its participants
with a unified living and learning experience, where the program's theme
permeates explicitly and seamlessly
through all of its elements - from
faculty, staff, and student interactions
to the living environment, curriculum,
cocurriculum, culture, and climate.
When these facets of a student's
college experience combine, the opportunities for learning, growth, and
development can flourish.
This concept is not new to the
higher education literature. Most of
the bedrock theories about the college
student experience rest on the belief
that the integration of students' academic and social spheres is critical to
their collegiate success. For example,
Vincent Tinto, in his model depicting factors that influence students'
persistence or departure, asserts that
it is both academic and social experiences in the college environment -
and the extent to which students can
successfully integrate into both - that
shape a student's decision on whether
to remain in college. He further
delineates the facets of the academic
and social spheres of influence in a
college environment into four categories: academic performance, faculty/
staff interactions, extracurricular
activities, and peer group interactions.
These concepts are repeated within
our LLC best practices model: courses
for credit, faculty advising, residence
hall academic and social climates, and
cocurricular activities. Thus, we argue
that an effective LLC can satisfy all
of the necessary elements of Tinto's
persistence model in one program.
The higher education literature
provides another key to understanding how to help students take full
advantage of their LLCs: involvement
or engagement. The two terms, as used
when describing the college student

experience, are analogous. Alexander
Astin's theory of student involvement
proposed that student success in college is directly proportional to their
involvement with college. In other
words, gains from college attendance
are related to the extent to which a
student is invested psychosocially and
physically in the college experience.
Similarly, Shouping Hu and George
Kuh have defined engagement as "the
quality of effort students themselves
devote to educationally purposeful
activities that contribute directly to
desired outcomes." Thus, for students
to truly benefit from a set of integrated
activities within an LLC, they must
fully engage in those activities that
best characterize the ways they are
integrated.
For example, say a business LLC
offers a class on comparative successful organizational business practices.
The instructor for the course could
contact a local business that employs
one of these practices and invite the
owner or president to visit the LLC or
ask whether students could meet with
them at their place of work. Moreover,
the instructor could assign students
to develop their own service-learning
projects employing one or more of
the relevant business practices and
sponsor the projects through the LLC.
As projects are developed, students
can reflect on what they have learned,
positive or negative, about specific
practices and how this may inform
use of these practices in the future. Finally, if possible, those same practices
could be infused into the community
living agreement among the LLC
participants. After a while, students
could compare and contrast how
effectively the practices may work in
living versus working environments.
It is not enough for students to merely
learn about a concept in a stand-alone
course. They should have the opportunity to reengage with the concept
through multiple high-quality experiences, such as practical reinforce-



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
Talking Stick - March/April 2018 - Cover4
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