Dr. Lynne Holland, Associate Director, HRL Peggy Crowe, Assistant Director, HRL

1. “Bored by mediocrity, turned on by greatness”The Importance of Housing & Residence Life in Student Success Dr. Lynne Holland, Associate Director, HRL Peggy Crowe, Assistant Director, HRL Wednesday, November 12, 2008 12 Southwest Hall

2. A Touch Of Greatness • Today's College Student Mr. Albert Cullum Elementary school teacher in New York for over 30 years Dr. Michael WeschAssistant Professor of Cultural Anthropology and Digital EthnographyKansas State University

3. Housing & Residence Life • Who we are • What we do • How we can and do partner with the university community

4. Who we are Mission: • The Department of Housing and Residence Life, in partnership with the student and the university community, will provide a premier living/learning experience that ensures student success. Beliefs: • Each person is unique; • Each person has intrinsic value; • Each person has the capacity to learn; • Each person has the capacity to be successful; • Each person is responsible for his/her own decisions; • Each person influences environments, environments influence each person.

5. Strategies We will: • Maintain and continually improve our facilities; • Continually develop and strengthen our organization’s human resources to embrace continual change and improvement and pervasive leadership; • Foster students’ learning by intentionally promoting and providing educational experiences; • Partner with others in the university community to enhance the academic mission; • Enable students to declare a vision of their success; • Create and implement a targeted marketing plan that educates and attracts students to our on-campus experience; • Recognize andcelebrate success.

6. Staff of HRL • Professional Staff Members • Leadership Team & Support Staff • Coordinator for Residence Life • Residence Hall Director • Assistant Residence Hall Director • Graduate Assistant • Student Staff within HRL (over 250) • Educational preparation • Extensive training and staff development • Diverse representation of staff

7. Why live on campus? • Retention and Graduation • “Students living on campus are more likely to persist and graduate than students who commute” (Pascarella and Terenzini, 2005, p. 421). • Values and Beliefs • Living on campus positively effected increases in “aesthetic, cultural and intellectual values” (Pascarella and Terenzini, 2005, p. 421).

8. Diversity • Residence Halls influence a “positive shift toward more positive and inclusive racial-ethnic attitudes and openness to diversity broadly defined” (Pascarella and Terenzini, 2005, p. 310). • Academic Achievement • University of Michigan Study found that living and learning programs has an effect on students’ academic achievement and intellectual engagement (Pasque and Murphy, 2005). • Several DEEP institutions found residence halls promote and support intellectual vitality (Kuh et al, 2005).

9. What happens in residence halls? • Community Development (including, providing educational opportunities and implementing community standards) • Recruitment, supervision, training, and evaluation of staff • Adjudicate educational discipline conferences • Facilities management (e.g., maintenance, 24-hour desk operation) • Just to name a few…

10. HRL and Student Success • Living Learning Communities • Involvement with 5th week assessment • Providing educational opportunities • Student Staff recruitment, training, development • Student staff leadership opportunities • Dynamic Leadership Institute (DLI) • NUFP Fellowship Program (NASPA)

11. Living Learning Communities • Living Learning Communities (LLC) are unique living environments where students with similar interests and academic goals live and study together. Students enrolled in a two or three course cluster attend classes with a small, core group of students and live together. Advising, tutoring, on-site classes, and special opportunities for faculty, staff, and student interactions bring academics into the residence halls.

12. Why Living Learning Communities? • Supports the First-Year Experience • DEEP institutions also demonstrate that effective institutions connect residential learning and the first-year experience • Connecting curriculum and non-curriculum • Civic and community engagement • Provides multiple safety nets for students

13. WKU Living Learning Communities (LLCs) • Gateway • CHHS • A.C.E.S. • J. L. Marshall Business LLC • ROTC • Honors

14. GATEWAY • Inception: Fall 2003 • Mission: To provide learning opportunities, activities, and academic support for first year students. • First year students, both female and male, generally undeclared • Partnership with the University Experience, Academic Affairs & the Department of Housing and Residence Life

15. CHHS LLC • Inception: Fall 2005 • Mission: The Health and Human Services Living Learning Community is dedicated to students in or considering a program in the health professions arena. • Participants share and learn from students with similar interests and experiences, participate in activities that broaden the academic experience, build professional relationships with faculty members and professionals in the field, and establish lasting friendships with fellow community members.

16. CHHS LLC • First year students enrolled in the College of Health and Human Services • Partnership and sponsorship with Greenview Regional Hospital (TriStar Health System), College of Health and Human Services, and the Department of Housing and Residence Life

17. A.C.E.S. LLC • Inception: Fall 2005 • The mission of the Living and Learning Community of Bowling Green Community College is to enhance students' successful matriculation into a global society by engaging them in academic, residential, and social experiences. • First year students, female and male, enrolled in the Bowling Green Community College and residing in the residence halls. • Partnership with the Bowling Green Community College and the Department of Housing and Residence Life

18. J. L. MARSHALL BUSINESS LLC • Inception: Fall 2007 • First year students, female and male, enrolled in the Gordon Ford College of Business and residing in the residence halls. • Partnership with the Gordon Ford College of Business, James Marshall, and the Department of Housing and Residence Life

19. Theme Living Options • Women of Western (WOW) • The FIT Community • Mosaic Community • Education Community

20. Future living options WISE-UP (Women in Science & Engineering – Undergraduate Program) • A community designed to encourage, support, and retain female students interested in the fields of math, science, or engineering. Faculty members serve as mentors and role models to provide both academic and professional support for community members. This community is supported within the residence hall setting with programs that and residence hall staff who assist with students’ transition to college life.

21. Men of Distinction • A Theme Living Option (TLO) • “Creating Intellectually, Emotionally, and Socially Developed Male Leaders” • The Men of Distinction living option strives to create male leaders within an environment focused on whole person development through an engaged relationship between the resident, Housing and Residence Life staff, and other university and community resources.

22. The Intercultural Exchange • A Living Learning Community • This community will house an interested domestic student with an international student to live a “true” cultural immersion experience. Students will self-select to be a member of this community and have a desire to live with and learn from someone of a different culture than their own. Classroom linkages are yet to be determined.

23. Strategies to continue to work together… • Become familiar with our faces – who we are and what we do • Use us as a resource for students academic, social, and personal success • Ask us questions; share concerns; help us to partner and find solutions • Partner with us when students/parents share concerns or suggestions

24. Resources • Astin, A. W. (1993b). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass. • Kinzie, J., & Kuh, G.D. (2004). Going DEEP: Learning from campuses that share responsibility for student success. About Campus, 9(5), 2-8. • Kuh, G.D. (2003). What we’re learning about student engagement from NSSE. Change, 35(2), 24-32. • Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J. & Associates (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass. • Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005). Assessing conditions for student success: An inventory to enhance educational effectiveness. San Francisco: Jossey-Bass. • National Survey of Student Engagement (2000). The NSSE 2000 Report: National benchmarks of effective educational practice. Bloomington, IN: Indiana University Center for Postsecondary Research. • Students' out-of-class experiences and their influence on learning and cognitive development: A literature review. Journal of College Student Development, 37, 149-162.

25. THANK YOUFOR ATTENDING! Dr. Lynne Holland, Associate Director, HRL Peggy Crowe, Assistant Director, HRL Wednesday, November 12, 2008 12 Southwest Hall 270-745-2037