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ERIC Number: EJ969952
Record Type: Journal
Publication Date: 2012
Pages: 4
Abstractor: ERIC
Reference Count: 2
ISBN: N/A
ISSN: ISSN-1086-4822
In Practice: Harvard Houses--The Value of the Tutorial System
Nelson, Suzy; Johnson, Laura; Boes, Lisa
About Campus, v17 n2 p22-25 May-Jun 2012
In recent years, many institutions have developed residential living-learning communities that aim to involve faculty in promoting peer-to-peer learning and furthering students' scholarly interests in a residential setting. A special type of living-learning community--the residential college--has been embraced by many: Harvard University; the University of California, Santa Cruz; the University of Virginia; and the University of Wisconsin-Madison, to name a few. What sets residential colleges apart from other types of living-learning communities is that faculty members live, eat, and socialize with students in a college residential setting. At Harvard University, the broad goals of the faculty-led residential system mirror those of other living-learning programs: (1) to educate the "whole" student; (2) to scale the larger university down to a more manageable size, where college services are readily accessible to students; (3) to create smaller, inclusive communities where peers of differing backgrounds can interact; (4) to provide social and academic support networks; (5) to allow for the informal interaction of undergraduates with faculty and other scholars and professionals; and (6) to provide an enriching residential community. The Harvard House system was conceived as a community that would not only allow seniors to mentor younger undergraduates, but for both to live with and learn from their instructors. While faculty involvement continues to be integral to the success of Harvard's Houses, the tutorial system provides the backbone of residential life. Embedding the academic advising program in a residential setting provides both structured and informal opportunities for more experienced scholars to develop relationships with students and to advise them. Informally, advisors and students live together, share meals, and attend social and intellectual events in the House. They meet formally to discuss and approve course selections and plans of study. This unique relationship embodies the connection between the intellectual and social goals of the institution, as advisors serve as role models and look out for the overall well-being and growth of students. (Contains 2 notes.)
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts