The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - 14

William Frazier • Myron Eighmy

a seamless student experience that integrates social and academic experiences for those who are participating in the program because, even though the level of integration will vary, activities and programs are designed to enable students to bring their personal interests into their academic work and to integrate their academic work into their personal and social activities; and develop connections among disciplines, recognizing that although ways of knowing may be discipline-specific, knowledge and concepts are not.

creating more opportunities for social, cultural, and extracurricular involvement, and increased involvement has an impact on the student’s development. According to Astin (1985), “A highly involved student is one who, for example, devotes considerable energy to studying, spends a lot of time on campus, participates actively in student organizations, and interacts frequently with faculty members and other students” (p. 134). Tinto (2000) reports that the benefits of learning communities extend beyond a better understanding of course content. Learning community students develop their own selfsupporting groups, and they spend more time together out of class than do students in traditional classes—and do so in ways that students reported as supportive. Initially, students may spend time together because of a common class requirement, but later they develop friendships as a result of this time together. Learning community students become more actively involved in the classroom, and participation in the learning community seems to enhance the quality of student learning. Smith (as cited in St. Onge, Peckskamp, & McIntosh, 2003) states that the primary purpose of learning communities is for students to find greater coherence in what they are studying, to increase interaction with faculty, and to increase intellectual interaction with both faculty and other students. Students involved in learning communities take a more active role in their learning and have shown an increase in their residence hall and university involvement. In addition, faculty members who take an active role in a learning community begin to develop mentoring relationships with other faculty and their students.

BENEFITS OF LEARNING COMMUNITIES
There are many benefits in creating and implementing a successful learning community. Students begin to develop a connection with one another, the faculty and staff, and the college or university and community as a whole. As students begin to see more success, they make connections in other aspects of their lives and are willing to expend effort to succeed and become active participants in their educational process. Living on campus assists in

Learning community students develop their own self-supporting groups, and they spend more time together out of class than do students in traditional classes– and do so in ways that students reported as supportive .

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING

The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1