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Evidence suggests that social capital developed through social networks is critical for individuals to succeed in education and in careers. The on-campus college residence hall is one environment where college students have the opportunity to build social networks that support their academic and social development. On today's campus learning communities are often used to provide additional influence. However, not all students develop positive social relationships in these settings. This qualitative study investigates how fourteen male and female first year students of various ethnicities navigate the social networks in a variety of different residential living learning communities. The study was conducted at a large public university and focuses on how the students gain information that contributes to their academic experience. Findings suggest that participants perceived the overall impact of the learning community and the residence hall experience to be positive. More specifically, insight is provided into students' drive to succeed, social ties with small groups, social ties with faculty and staff, and the impact of the built environment. Implications for practice are discussed and suggestions are made that may help to cultivate and direct the development of social capital for students in the residence hall and in the learning community setting.
This qualitative case study describes how first year students perceived the impact of living within a living learning community by giving voice to students who wished to not only describe their living experience, but also have this description heard. While living learning communities are not new to Residential Life departments on college campuses, the studies of such programs have predominantly been large scale quantitative studies conducted to assess the overall satisfaction that students feel with living in such a program or to ask one very specific question, typically related to drinking patterns or academic successes. Through the studying of one particular academic living learning community at a specific mid-Atlantic, urban university, I was able to delve deeper into the lives of students and develop a detailed holistic picture of the student experience specifically through the use of student interviews. My small sample, and immersion in the field, permitted an in depth understanding of all aspects of their residential and academic life related to their living learning community experience. The residents took advantage of the research as an opportunity to speak freely about issues that more macro researchers had not considered as potential impacts of student life within a living learning community. The research took place in one residential hall over an entire year. The data was gathered from a series of in-depth interviews and almost daily observations. Studying a select number of students within the community for a full academic year provided the opportunity to ask the same questions on numerous occasions and study how the students' responses changed or remained the same over time. This year long endeavor also permitted my immersion into the community and attendance at programs and events held within the living learning community allowing me to discover five themes relating to the student perspective of living learning communities: The Importance of Family, Social Activities as Opportunities to Bond, Accountability with Regards to Academics, Sense of Exclusivity, and the Importance of Personality on Perception of LLC Success. Through these themes, this study provides one of the few rigorous insights into life in a living learning community from the student perspective directly through the use of student voice, allowing for higher educational leaders and planners to take this individualized perspective into account in the organization, implementation, funding, and assessment of future living learning community endeavors.
Co-published with In 2007, the American Association of Colleges and Universities named learning communities a high-impact practice because of the potential of these communities to provide coherence to and ultimately improve undergraduate education. Institutional leaders have demonstrated a commitment to providing LLCs, but they currently do so primarily with anecdotal information to guide their work. As a result, there is substantial variation in organizational structure, collaboration, academic and social environments, programmatic integration, student outcomes, and overall quality related to LLC participation. To establish a stronger, more unified basis for designing and delivering effective LLCs, the authors of Living-Learning Communities that Work collaborated on the development of a comprehensive empirical framework for achieving the integrating potential of LLCs. This framework is designed to help practitioners guide the design, delivery, and assessment of LLCs. This book thoughtfully combines research and field-tested practice to document the essential components for best practices in living learning communities and presents them as a clear blueprint – the LLC best practices model – for LLC design. Practitioners, researchers, and institutional leaders can use the book as a guide to more effectively allocate resources to create and sustain LLCs and to realize the potential of these communities to improve undergraduate education.
This volume critically explores themes of belonging, learning and community, drawing on a range of research studies conducted with adult learners in formal and informal contexts and employing interdisciplinary theory from education, feminist theory, cultural studies and human geography. Dominant but simplistic and regulatory ideas and practices of learning community in higher education and lifelong learning are critiqued. Instead, Jocey Quinn argues that learners gain most benefit from creating their own symbolic communities and networks, which help to produce imagined social capital. A rich variety of empirical data is used to explore and demonstrate how such imagined social capital works.
With contributions from around the world, this book brings together inter-related research from three fields: social capital, place management and lifelong learning regions. Providing valuable insight into the management of place and the development of learning at a regional level, the book presents international research that underpins the development and implementation of policies and practices that improve the quality of living and working circumstances at both local and regional levels. International in scope and at the cutting edge of research into this growing field that links lifelong learning to place, the book will appeal both to academics undertaking research in this burgeoning field and to those involved in lifelong learning at local, national and international level.
As first-generation students gain greater access to higher education, faculty, and staff at colleges and universities must provide intentional engagement that supports their persistence and graduation. This book serves as a guidebook for higher education practitioners seeking to implement or enhance first-generation programming at their institutions. The chapters provide detailed descriptions of the development, implementation, and assessment of programs and practices intended to support the success of first-generation college students. Authors share insights on building allies, identifying and working through challenges, and applicable takeaways for implementing similar practices and programs at the reader’s own institutions. Programming discussed in the book ranges in funding levels and includes activities such as faculty dinners, study abroad, bridge programs, living learning communities, peer mentoring, intrusive advising, and holistic well-being. This valuable resource helps higher education practitioners better support and position first-generation students for success.
In the dynamic landscape of the digital era, where interactions span from the personal touch of face-to-face conversations to the vast, interconnected world of the internet, understanding trust has never been more crucial. Trust in Social and Business Relations: Theory and Practice provides a groundbreaking exploration of the multifaceted nature of trust in our modern society. This insightful book navigates the reader through the intricate web of trust in digital and traditional contexts. Across its four compelling parts, the book examines the evolution of human relations in the digital age, investigates the role of trust in various social and business scenarios, explores the dynamics of trust in specific industries, and discusses the broader implications of trust in national and international spheres. With contributions from esteemed academics and industry experts around the globe, this book delves into pressing issues such as the impact of social media on business relationships, the challenges of romantic connections in cyberspace, and the evolving trust dynamics in industries like mobile payments and smart hotels. It also tackles significant themes like trust in government, the nuances of international business negotiations, and the emerging trust paradigms in smart city-port-maritime nexus. The book is not just an academic exploration; it's a vital resource for business professionals, policymakers, and anyone interested in the complexities of trust in our interconnected world. It offers a unique blend of theoretical insights and practical perspectives, making it an indispensable guide for navigating the challenges and opportunities of building trust in the digital age. This book is a must-read for those seeking to understand the delicate balance of trust in the tapestry of modern human relationships.
"This book satisfies the need for methodological consideration and tools for data collection, analysis and presentation in virtual communities, covering studies on various types of virtual communities, making this reference a comprehensive source of research for those in the social sciences and humanities"--Provided by publisher.
Reframing Community Partnerships in Education provides both the theoretical framework as well as a practical guide to engage educators in interdisciplinary, inter-organizational, multicultural, and multi-generational work to improve the social fabric of communities. Using case examples of best practice, this book explores transformational practices for community development, community building, and civic engagement. Featuring "Community Learning Exchange" pedagogies adaptable to a wide range of contexts, this book encourages educators—through use of participatory practices and a collective leadership model—to build stronger communities and advance learning for all.