Eaton, M., & O’Brien, K. (2004). Creating a vital campus in a climate of restricted resources: Role of student self-reflection and self-assessment. Retrieved from https://cielearn.org/creating-a-vital-campus-in-a-climate-of-restricted-resources-role-of-student-self-reflection-and-self-assessment/
Guskin, A., & Marcy, M. (2003). Dealing with the future now: Principles for creating a vital campus in a climate of restricted resources. Change: The Magazine Of Higher Learning, 35(4), 10-21. doi: 10.1080/00091380309604106
McDonald, B., & Ogren, K. (2004). Hard travelin’ and still havin’ a good time. Victoria, B.C.: Trafford.
Tagg, J. (2003). The learning paradigm college. Bolton, MA: Anker Publishing Company.
Whitt, E., Schuh, J., Kinzie, J., & Kuh, G. (2013). Student success in college. San Francisco, CA: Jossey-Bass.
Resources on Living Learning Communities
Living/learning annotated bibliography. (n.d.). Retrieved from https://www.uu.edu/centers/faculty/resources/article.cfm?ArticleID=428
Boyer Commission on Educating Undergraduates in the Research University, Stoney Brook, NY. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. Retrieved from https://eric.ed.gov/?id=ED424840
Brown, S. S. (1988). Approaches to collaboration between academic and student affairs: An overview. NASPA Journal, (26)1, 2-7.
Chickering, A., & Kytle, J. (1999). The collegiate ideal in the twenty-first century. In Toma, J. D., & Kezar, A. J. (Eds.), Reconceptualizing the collegiate ideal (pp. 109-120). San Francisco, CA: Jossey-Bass Publishers.
Kellogg Commission on the Future of State and Land-Grant Universities. (1997). Returning to our roots: The student experience(Working Paper). Washington, DC: National Association of State Universities and Land-Grant Colleges. Retrieved from: https://www.aplu.org/library/returning-to-our-roots-the-student-experience
Focus on Student Learning in the Residential Setting
Included in this section is work that addresses how reform can be accomplished through learning communities, living/learning centers, residential colleges, etc. These entries are both more specialized and supportive of arguments in favor of cross-institutional collaboration.
Gabelnick, F., MacGregor, J., Matthews, R., & Smith, B. L. (1990). Learning communities: Building connections among disciplines, students and faculty. New Directions in Teaching and Learning, 41, 19-37.
Lenning, O. T., & Ebbers, L. H. (1999). The powerful potential of learning communities: Improving education for the future. ASHE-ERIC Higher Education Report, Vol. 26, No. 6. Washington, DC: ERIC
Included in this section are scholarly assessments of living/learning communities, addressing benefits and potential pitfalls.
Kuh, G. D. (1996). Guiding principles for creating learning environments for undergraduates. Journal of College Student Development, 37(2), 135-148.
Schroeder, C. C. (1999). Forging educational partnerships that advance student learning. In Blimling, G. S., & Whitt, E. J. (Eds.), Good practice in student affairs: Principles that foster student learning (pp. 133-156). San Francisco, CA: Jossey-Bass.
Large scale studies
Included in this section are large-scale research studies in support of living/learning centers.
Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students. San Francisco, CA: Jossey-Bass. Retrieved from https://eric.ed.gov/?id=ED330287
Guidelines for Creating Living/Learning Communities
Included in this section are articles and research studies that offer general and specific guidelines for initiating living/learning communities. These resources may benefit student affairs and other professionals seeking support from the literature on both the rationale and the means for developing living/learning communities on their campuses.
Schroeder, C. C. (1994). Developing learning communities. In Schroeder, C.C., & Mable, P. (Eds.), Realizing the educational potential of residence halls (pp. 165-189). San Francisco, CA: Jossey-Bass.
Shapiro, N. S., & Levine, J. H. (1999). Creating learning communities: A practical guide to winning support, organizing for change, and implementing programs. San Francisco, CA: Jossey-Bass.
The Case for Faculty Engagement
Included in this section are articles and studies that identify specific guidelines for engaging faculty in the living/learning movement on campuses, and reactions to the movement within post-secondary education.
Golde, C. M., & Pribbenow, D. A. (2000). Understanding faculty involvement in residential learning communities. Journal of College Student Development, 41(1), 27-40.
Examples and Models of Living/Learning Communities
Included in this section are specific examples and models of living/learning environments on campus. Evaluation focuses on both advantages and disadvantages, with additional perspectives on intra-institutional collaboration, student needs, and different models of living/learning communities at different types of institutions.
Armstrong, M. (1999). Models for faculty-student interaction outside of the classroom: The Duke University Faculty Associates Program. College Student Affairs Journal, 19(1), 4-16.