Iowa State University
Iowa State University Residential Learning Communities
Address: 1203 Friley Hall
City: Ames
State: Iowa
Zip or Postal Code: 50012
Country:
Program Director (or best person to contact): Kurt Earnest
Email: kearnest@iastate.edu
Phone: 515-294-6428
Fax: 515-294-1417
Web Address: www.lc.iastate.edu
Brief Program Summary
We have 14 Academic-Residence learning communities located in the residence halls. Each program is a unique collaboration
with an academic unit on campus. The general program goals are to:
increase retention, improve academic achievement, increase
awareness and use of university resources, increase collaborative
interactions with other students and faculty/staff,better understand
career options,and demonstrate a better understanding of differences
and similarities among people and cultures.
Sources of funding
All learning communities on campus(not just residential)can request funds from the central learning community program.
The Department of Residence contributes staff time and miscellaneous resoureces such as meals and facilities. Colleges and departments also contribute to the funding of these programs.
Program Reports To:
Are students charged an additional fee: No
The number of persons in each of the following categories are teaching academic credit bearing courses
Fulltime Tenured Faculty: 0
Fulltime Probationary Faculty: 0
Fulltime Instructors: 0
Fulltime Retired Faculty: 0
Fulltime Adjunct Faculty: 0
Fulltime Graduate Students: 0
Fulltime Residence Hall Staff: 0
Parttime Tenured Faculty: 0
Parttime Probationary Faculty: 0
Parttime Instructors: 0
Parttime Retired Faculty: 0
Parttime Adjunct Faculty: 0
Parttime Graduate Students: 0
Parttime Residence Hall Staff: 0
Academic staff involved in the program that weren't included as faculty above
(Academic staff are personnel who are involved in providing academic services to students such as advising.)
Fulltime Academic Staff: 0
Parttime Academic Staff: 0
Non-academic staff involved in the program
(Non-academic staff are personnel who are involved in providing services that do not directly involve academics such as residence hall staff or staff who organize social activities that are not tied to academics.)
Fulltime Non-Academic Staff: 1
Parttime Non-Academic Staff: 0
Number of faculty offices in the residence hall: 0
The approximate percentage of students in each grade level
First Year: 90
Second Year: 10
Third Year: 0
Fourth Year and above: 0
Graduate Students: 0
Total Number of Students: 700
Year the Program Began:1995
Academic Courses Offered In The Community
Each program offers different courses although introductory English
English is a common "link" course for many of the programs.
Other Academic Offerings
Classrooms in hall
Summary of Facilities and Facilities Budget Each program is "clustered" on a residence hall floor. A floor
has an average of 55 students, but clusters are generally no
greater than 25-30 to allow students an opportunity to get
to know a variety of people outside their learning community.
The College of Design program also has two studio spaces in
the basement of residence halls to provide 24 hour work space
and computer access.
Computer Resources in the Residence Hall
All residence hall rooms have ethernet access. The Classroom/computer
labs have 180 computers available 24 hours a day, seven days a week.
The Role of Community Partnerships
The Academic Success Center on campus provides resources,
including Supplemental Instruction to any which requests it.
Each learning community is encouraged to develop partnerships
outside their academic discipline. Several programs are investigating
how to incorporate service learning and community service
projects into their programs.
The Role of Leadership Development
All the learning communities have peer mentors (most of them live in)
which provide excellent leadership opportunities. Different programs
offer opportunities to students to play leadership roles in the on-going development of their programs.
The Role of Research
All learning commuities are expected to participate in the university
learning community assessment program. An assessment staff
member meets with each LC coordinator and identifies the desired outcomes of the program and works with them to develop an appropriate
assessment plan. A pre/post test is administered to all students in
residential learning communities.
Summary of Assessment Activities
Quantitative and qualitative measures are used, focused on retention,
grade point average, satisfaction with the specific program and in general with their university experience.
Summary of Extracurricular Activities Formally Associated with the Program
Each LC develops their own program, but they typically include
social and cultural events, eating meals together, guest speakers,
and connecting to the hundreds of educational programs available
in all the residenced halls.
The Role of Interdisciplinary Studies
How Diversity Issues are Addressed in the Program and in Courses
Two programs specifically target this issue. One is a cross cultural
learning community that pairs American and International students
together as roommates. The other program is a multicultural learning community
that includes students of color and majority students. The latter program connects
introductory English with an Ethnic Studies or Women's Studies course. Other LCs incorporate diversity issues through co-curricular
programming. The Multicultural LC is a joint collaboration with
the Dept. of Residence, Minority Student Affairs Office, the Dept. of
English, and Ethnic Studies.
How Diversity Issues are Addressed Among Faculty and Students
see above
Student Demographics
Students in learning communities reflect the general student population on campus.
Faculty Rewards for Participation in the Program
Release Time:
Salary Supplement:
Travel Funds:
Other: yes
Description of Other Rewards
each program is different, but the rewards are very limited
Disciplines Represented by the Faculty
All Colleges on campus are represented.
Willing to Serve as a Consultant:
No
Greatest Challenges for this Learning Community:
Getting faculty involved in the programs. Many of the programs
are being administered by academic staff. Changing the reward structure
to encourage faculty involvement is critical to our long term success.
We also need to develop structures that allow the programs to develop and
grow and change even when specific individuals leave the programs.
Suggested Bibliography