Living and Learning in the Jesuit Tradition Residential Learning Communities

1. Living and Learning in the Jesuit TraditionResidential Learning Communities Presenters: Helen E. Moritz, Vice Provost for Undergraduate Education James W. Reites, S.J., Associate Professor of Religious Studies, Faculty Director Vicky S. Pasternak, Resident Director/Learning Community Facilitator

2. History and Background Helen E. Moritz Vice Provost for Undergraduate Education

3. History and Context • Early 90s: Theme Halls: Unity and Casa Italiana • 1994: Freshman Residential Community • Option for 120 freshmen • Core courses in common • Integration of some course content • Faculty collaboration and involvement

4. SCU Strategic Initiative: Integrated Education • Provost Model: VPAA and VPSA combined • Corollaries: • Vice Provost for Undergraduate Education • Core Curriculum • University Honors Program • Integrated Advising Center • Student Records • Career Center • RLCs and Housing and Residence Life

5. Residential Learning Communities, continued • 1994 Freshman Residential Community • 1999 FRC becomes ALPHA Additional RLC options for freshmen • 2000 All freshmen enter University through an RLC • 2002 All RLCs become multi-year • 2003 9 RLCs total, 2+ four-year RLCs • ??? 11 four-year 300-student RLCs

6. RLCs and Integrated Education • Breaking down silos • Structural: Faculty Director and Resident Director lead Leadership Team • Experiential: Faculty involvement in residence Faculty directors, affiliated faculty, Faculty in Residence • Programmatic: Curriculum and Co-Curriculum • Student Ownership and Leadership: Community Facilitators and Councils

7. Model • “Residential”-- 90% of freshmen live on campus; commuters given access too. • “Learning”—Core Courses in common, study groups in halls, co-curricular activity • “Communities” – Students and Adults (potentially families) • Multi-year communities: upper-division and lower-division students • Community Facilitators from within the RLC • Academic, social, spiritual

8. Institutionalization • Delivery of part of Core Curriculum • General courses, courses connected to theme • Integration into departmental course planning cycle • Integration into Summer Orientation • RLC assignment learned on arrival • Discussion of common reading in RLC group • Course selection and advising in RLC group • Community Conversations in RLC group • Meet faculty director and 1/6 of RLC freshmen

9. Mission, Vision and Values James W. Reites, S.J. Associate Professor of Religious Studies, Faculty Director

10. RLCs And Jesuit Mission • Start with a vision of undergraduate education. • RLCs give life to the vision.

11. SCU Vision of UG Education • “Education of the whole person within the Catholic and Jesuit Tradition.” • Values.

12. The Aim of Santa Clara Education • Educate Men and Women for others • People of Competence Conscience Compassion • Concerned not only with what is, but what should be • Cura Personalis

13. Expressions of Values • Community of Scholars • Integrated Education • Excellence • Challenging Minds • Inspiring Hearts • Transforming the World

14. RLCs and Mission Santa Clara’s Way Of Fulfilling Its Vision of Integrated Education • Communities • Of Integrated Learning • Of Vital Living

15. Practical Application on Campus Victoria S. Pasternak Resident Director/Learning Community Facilitator

16. Composition of Community Staff • Leadership Team Structure • Collaborative leadership • Multiple adult role models and resources • Community Facilitator vs. Resident Assistant • Change in job responsibilities • Variation of roles among RLCs

17. Student Experiences • Common goals to further: • community building • student development • identity development • moral and ethical decision making • vocational discernment • critical thinking skills

18. Programming: A Full Community Effort • Resident Programming • RLC councils • Community Facilitators • Encouraged to program around RLC theme • Faculty/staff programming • Cross-RLC experiences • RLCrosscurrents • Spring Festival

19. Comprehensive Campus Shift • Cultivating and nurturing powerful partnerships • Professors for affiliated classes • Student organizations • Campus Offices • Faculty support

20. Positive changes in student behavior • Student Behavioral Changes • Discipline • Damage • Student Leadership • Community ownership

21. Assessment • 2003 RLC Benchmark Survey • Value of courses in common – 79% • Participation – 8 times per quarter • Overall satisfaction – 69% • Perception of “limitation” (led to RLCrosscurrents) • 2004 RLC Survey • Participation – 11 times per quarter • Overall satisfaction - 75% • Benefit of a multi-year community - increase of 19%

22. Costs and Funding • Incremental Costs: • Faculty Directors: one course release and stipend • Faculty in Residence: free (and tax-free) rent and utilities • Program Funds • Funding: • Historically, from Housing & Residence Life • Future: University budget

23. Challenges • “Old”: • Breaking down silos, learning new roles • Resistance to the unknown • Getting faculty buy-in • Ongoing: • Sustainability of faculty involvement • Disparity of facilities • Better definition of student roles in 4-year communities

24. Santa Clara Residential Learning Communities • ALPHA: Art History, Literature, Philosophy and History • Communitas: Explores themes of individualism, community and citizenship • daVinci: Explores interest in the natural world and sciences along with Italian culture and heritage • Delphi: Shared interests in arts and communication • Education for a Sustainable Future: Looks at social and environmental responsible in both personal and professional lives. • Loyola: Explores issues of Faith and Justice • Modern Perspectives: Looks at economic, political, and social issues central to understanding our world at the start of the 21st century. • Unity: Seeks a deeper understanding and appreciation of diversity as a catalyst for social and civic change. • Xavier: Working in solidarity with community for social justice within a global perspective

25. Question and Answer Period