The purpose of this study was to identify the benefits that faculty and student affairs staff gain from being involved in Living-Learning Programs (LLPs) and to explore any differences between the two groups. Faculty and student affairs staff (N = 268) report gaining intrinsic benefits more often than extrinsic benefits from their involvement in…

This qualitative study explored how male undergraduate students experienced living-learning community environments. Findings revealed that living-learning communities provided men a "safe haven" from rigid gender role expectations, offered a plethora of involvement opportunities, and fostered relationships with faculty and peers. The findings…

Young men struggle with privilege and oppression in college and university residence halls just as they do in other educational and social contexts. While discussions and research about adolescent and adult identity development continue, little attention has focused on how a male student's identity development can impact residence life cultures on…

Questionnaires were administered to students and faculty to evaluate a university living/learning program. Results indicated that students' experiences at the Living/Learning Center seem to help them become independent adults. Factors enhancing or impeding a student's chances for a successful experience in the center are discussed. (RC)

Compared environmental aspects of academic and nonacademic living units in a college residence hall in a survey of 141 students. Results showed the academic units were more emotionally supportive, had a stronger degree of order and organization, and had members who spent more time together and studied more frequently. (JAC)

Discusses the benefits of faculty participation in student residential life. Based on the example of Northwestern University, faculty involvement programs are described including residential colleges, advisor programs, and ad hoc programs. Strategies for implementation and involving students and teachers are suggested. (JAC)

Surveyed 197 freshman residents from eight university residential programs. Respondents lived in either living-learning halls or conventional residential facilities. Results suggest that designing the environment of residence halls to promote academic integration supports other purposes as well. Living-learning programs appeared to have greater…

Describes a Life Development Center, a structured residential environment in which students and professionals work together to achieve personal growth and development. The Center provides for the integration of academic and residence environments in which students' understandings of themselves and others may be expanded. (JAC)

Describes the Unit One living learning center at the University of Illinois Urbana Champaign. Suggests success of such a center depends on student participation and an appropriate administrative structure. Proposes students learn from classes offered and from the educational process of defining their directions and implementing activities. (JAC)

Women living in homogeneous, as opposed to heterogeneous, residence halls described themselves as more intellectual, more content, and more exuberant. Grouping students according to commonality of curriculum appears to suggest that supportive, growth-enhancing environments can easily be established without undue involvement by the staff. (Author)

Freshmen living in an engineering residential academic unit were more satisfied with the group spirit and rapport, affiliation with the College of Engineering, study atmosphere, special facilities, and academic assistance. Nonfreshmen in the same unit were more satisfied with the academic assistance and opportunities for extracurricular…

The academic achievement of honors students living in an honors unit was compared with that of honors students living in other residences. Being a resident of the general honors unit was not a significant factor with respect to an honors student's grade point average. (Author)