Purdue University Learning Communities: An Overview
Purdue University offers a variety of Living Learning Communities (LLCs) designed to enhance the student experience by fostering a sense of community, promoting academic success, and providing opportunities for personal growth. These specialized communities bring together students who share common interests or goals, creating a supportive environment where they can live, learn, and grow together.
What are Learning Communities?
A Living Community is a group of students who share a common interest or goal. These students live in a specific area in our residence halls so that they can live, learn and grow together. Staff members from all over campus work together to offer programs and activities centered on the theme of each community.
Learning communities are designed to enhance the student experience by fostering a sense of community, promoting academic success, and providing opportunities for personal growth. These specialized communities bring together students who share common interests or goals, creating a supportive environment where they can live, learn, and grow together.
Definition and Purpose
In their 1990 publication, Learning Communities: Creating Connections Among Students, Faculty, and Disciplines, Faith Gabelnick, Jean MacGregor, Roberta S. Matthews, and Barbara Leigh Smith describe a learning community as “any one of a variety of curricular structures that link together several existing courses - or actually restructure the curricular material entirely - so that students have opportunities for deeper understanding and integration of the material they are learning, and more interaction with one another and their teachers as fellow participants in the learning enterprise.” The authors promote the idea that learning communities can “purposefully restructure the curriculum to link together courses or course work so that students find greater coherence in what they are learning as well as increased intellectual interaction with faculty and fellow students” and that they “can address some of the structural features of the modern university that undermine effective teaching and learning”.
Nancy Shapiro and Jodi Levine (1999) cite Alexander Astin’s (1985, p. Such communities can be organized along curricular lines, common career interests, avocational interests, residential living areas, and so on. Organizing students and faculty into smaller groups, encouraging integration of the curriculum, helping students establish academic and social support networks, providing a setting for students to be socialized to the expectations of college, bringing faculty together in more meaningful ways, focusing faculty and students on learning outcomes, providing a setting for community-based delivery of academic support programs, and offering a critical lens for examining the first-year experience.
Read also: Understanding PLCs
Lenning et al. (2013) define a learning community as an “intentionally developed community that exists to promote and maximize the individual and shared learning of its members. There is ongoing interaction, interplay, and collaboration among the community’s members as they strive for specified common learning goals”. More broadly, Kuh (1996) describes any educationally purposeful activity, such as learning communities, as “undergraduate activities, events, and experiences that are congruent with the institution’s educational purposes and a student’s own educational aspirations.” In a later study he and his co-author describe a learning community as “a formal program where groups of students take two or more classes together, [that] may or may not have a residential component”. They cite four generic forms of learning communities: curricular, classroom, residential, and student-type.
In the 2008 publication High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, George Kuh states the key goals for learning communities are “to encourage integration of learning across courses, and to involve students with ‘big questions’ that matter beyond the classroom. Students take two or more linked courses as a group and work closely with one another and with their professors. Many learning communities explore a common topic and/or common readings through the lens of different disciplines. Some intentionally link ‘liberal arts’ and ‘professional courses’; others feature service learning”.
Benefits of Learning Communities
High-impact educational activities, such as learning communities, share common characteristics that make them especially effective with students. Well-designed learning communities emphasizing collaborative learning result in improved GPAs, and higher retention and satisfaction for undergraduate students.
In Adding Value: Learning Communities and Student Engagement, Chun-Mei Zhao and George D. Kuh (2004, p. 124) enumerate the benefits of participating in learning communities in particular. Pulling from multiple sources, Lenning and Ebbers (1999, p. 51-52) cite the numerous benefits for college students participating in learning communities. In looking at high-impact educationally purposeful activities, Kuh (2008, p. 19-20) strongly recommends that institutions “make it possible for every student to participate in at least two high-impact activities during his or her undergraduate program, one in the first year, and one taken later in relation to the major field. The obvious choices for incoming students are first-year seminars, learning communities, and service learning… Ideally, institutions would structure the curriculum and other learning opportunities so that one high-impact activity is available to every student every year”.
Key Principles for Development
Schroeder and Mable (1994, p. 183) offer six specific principles or themes that should be incorporated in the development of learning communities. Themes one through three are characteristic of both residential-group communities and learning communities. Learning communities are generally small, unique, and cohesive units characterized by a common sense of purpose and powerful peer influences.
Read also: Learning Resources Near You
Student interaction within learning communities should be characterized by the four I’s - involvement, investment, influence, and identity. Learning communities involve bounded territory that provides easy access to and control of group space that supports ongoing interaction and social stability. Learning communities should be primarily student centered, not staff centered, if they are to promote student learning. Staff must assume that students are capable and responsible young adults who are primarily responsible for the quality and extent of their learning. Effective learning communities should be the result of collaborative partnerships between faculty, students, and residence hall staff. Learning communities should not be created in a vacuum; they are designed to intentionally achieve specific educational outcomes. Learning communities should exhibit a clear set of values and normative expectations for active participation. Gabelnick, et al. (1990, p. Broad support from both faculty and staff is essential - collaboration must be present from the inception of the learning community development process. Stable leadership and an administrative “home” will ensure a greater chance for long-term stability and success. Selection of an appropriate design and theme to appeal to students’ academic and personal goals is important.
Purdue's Learning Community Options
Purdue offers a variety of LLCs, each with a unique focus and set of activities. These communities provide students with opportunities to connect with peers who share their interests, engage in specialized programming, and receive support from faculty and staff.
The communities listed below are available for you to take part in:
- The Honors Community
- The First-Gen Student Community
The Honors Community
This community is located in Griffin Hall on the third floor. Here, honors college students live together, study together and have fun! They plan special events and sometimes have classes in their PJs! Note: You must be accepted to the Honors College to live in this community.
The First-Generation Student Community
This community is within the First-Year Community that lives on the first and second floors of Peregrine and Griffin Halls. This community is for students who are the first in their families to attend college! This community will provide guidance, support and extracurricular activities that will be unique to these students. You will also live with other first-generation students in hopes of making your first year in college as smooth as possible. Note: Upperclassmen students are NOT eligible to live in this community.
Read also: Learning Civil Procedure
Women in Engineering (WiE) Learning Community
The WiE LC is just one of many different ways to be involved in the WiE Program! Some LC's are optional to live in a specified residence hall, but the WiE LC requires that you live in the specified residence hall. If you choose not to join the WiE LC, there are still many other ways to get involved in the WiE Program. Or if you are in a LC that does not require to live in a specific dorm, you still are given many opportunities to get very involved and find your community.
The Women in Engineering Program has helped students grow their community greatly, through going to the monthly meetings where they networked with all levels of women engineers, taking the suggested ENGR 194 course where they learned and connected with Purdue alumni, and living in the same residence hall as many of their friends and classmates. The WiE LC provides many opportunities to grow in your community by hosting various social and academic events. A huge and fun event are some free day trips to Chicago, the Air Force Museum, or Exploration Acres. This LC has helped students not only gain friends quickly, but also has helped them academically where they are provided with events to learn more about the different majors to pursue and hear from current students in those majors, helping students become certain which major they want to continue in. In WiE, there is also an extra program within called the Mentor and Mentee's (M&M) Program where you can sign up to have a 1:1 mentor in the major you prefer. Students love the M&M program because they are able to learn so much about which classes they want to take, more about their intended major, and specific questions they have with a current student who has gone through what they have. There is also free WiE tutoring for freshman specifically in the first year engineering classes that have helped students with getting used to the academic rigor of college. The WiE LC has truly given students a sense of community and certainty in their choice of Purdue.
WE Link Leadership Team
As a woman pursuing engineering, the Women in Engineering program holds a special place in student's heart. Despite the strides made towards gender diversity in STEM, women still face unique challenges and barriers in these fields. Women in Engineering at Purdue serves as a beacon of support and empowerment for women students. Through mentorship programs, networking events, and professional development workshops, Women in Engineering has provided students with invaluable resources and a sense of belonging. One way they do this is by offering a 1 credit hour seminar where the instructor and TAs provide tips for success in Purdue Engineering. They also bring in alumni who talk about their personal and professional lives and how they got to where they are in their current stage of life. Taking this class truly encouraged students to push past struggles and keep a growth mindset as they continued through their first semester in college. There is also a program called the Mentees and Mentors Program which gets undergrad engineers together every month to network and get to know fellow engineers. Having a mentor to guide students through the ins and outs of college helped them greatly. They were able to connect with an upperclassman engineer who has been through what they are going through currently and reassure them when they started second guessing themselves. Being part of this community has boosted students' confidence and encouraged them to aspire for leadership roles, like joining the Women in Engineering Leadership Team.
Engineering Projects in Community Service (EPICS) Learning Community
The EPICS LC consists of a project-based class and an accelerated engineering course. Being in EPICS, you will take ENGR 133, where you learn multiple engineering skills in the fall semester. You also will be in EPICS 111 for fall semester and EPICS 121 for spring semester for the project-based class. There are many EPICS teams you can join, such as Aero and Astro Engineering Education (AAEE), Medical Design Projects (MED), Urban Farm (UF), and more! In these teams, there are multiple projects you can choose to join within the teams. These are student led projects where we identify a problem in our community, brainstorm solutions, prototype the project, finalize the design, and deliver our project to our community partners. Students can be in the EPICS project class at any year from freshman to master's students and join different teams for different semesters or stay in the same team throughout their time. There are an amazing amount of opportunities from this learning community, not only the class, but also in outside of class workshops to grow your skills in miscellaneous things such as 3D printing, woodworking, or time management. In EPICS, students have loved being on a hands-on project, helping the community, and gaining experience of what real world projects are like in the workforce.
EPICS, short for Engineering Projects in Community Service, combines technical expertise with social impact. Joining EPICS at Purdue was one of the best decisions students made as a student. Through EPICS, students have had the opportunity to work on real-world projects aimed at addressing community needs for the Indiana School for the Blind and Visually Impaired. Students have been working on the Magnifier Project, where they are in the process of creating a device that magnifies and applies color filters to the live feed of a camera, specifically tailored to meet the needs of visually impaired individuals. Having the opportunity to get hands-on experience starting freshman year has been very beneficial. Another positive about EPICS is that you don’t have to stop your freshman year. This allows you to be on a team with students of various ages. Upperclassmen on the team bring a lot of knowledge and experience to the table, offering invaluable guidance and mentorship. Joining EPICS also puts you on the track of taking ENGR 133 your freshman fall semester. This combines the two required engineering classes for First Year Engineering (FYE) into one. The benefit of this is that you have more room in your spring semester schedule to explore other courses of interest.
Data Mine
Data Mine introduces students to data science concepts and equips them to create solutions to real-world problems. In today's data-driven world, proficiency in data analysis is a valuable skill set sought after in various fields. Data Mine at Purdue offers a unique environment where both undergraduate and graduate students from all majors can explore and analyze data sets across different domains. The seminar is a one credit hour, project-based class where students can build their skills in programs such as R and Python. One of the best parts about the class is the emphasis on collaboration with your peers. Having a great professor who encourages students to work with one another has inspired students to not be afraid to ask for help when they need it. Through this class students have met friends who have been helpful in and out of class. The class is also very manageable, which is a nice break from the large workload as an engineering student. However, to dive deeper into Data Mine, you can apply for their Corporate Partners Program which is three credit hours on top of the seminar class. Students select a project based on their interest and for a full academic year they are provided weekly mentorship from a corporate partner mentor. In this, you get the chance to work with a team of other students with the ability to pick the task you want to work on. Another opportunity Data Mine provides is Outside Events. This includes Zoom meetings, workshops, and even hackathons students can participate in.
Being in Data Mine has allowed students to gain a better understanding of the power of data when making decisions. Likewise, the supportive community has encouraged students to continue to step out of their comfort zone and explore new avenues within the realm of data science.
Other Engineering Learning Communities
There are other engineering Learning Communities as well other than the two described above, such as Bands and Orchestras, Global Engineering, and more.
Living Arrangements and Social Opportunities
These learning communities offer not just academic support but also the opportunity to live among like-minded peers. Being a part of any of these communities brings numerous advantages, allowing you to connect with individuals with similar interests as you. Each residence hall also has Residential Assistants who organize floor events where you can interact with fellow dorm mates. Having these events allowed students to both decompress and meet new friends that were right in their dorm which made Indiana start to feel like a home away from home. Living in these communities can lead to lasting friendships that can add to your overall college experience and continue well beyond graduation.
Application and Eligibility
To apply for a learning community, students typically complete a housing contract with University Residences and then submit a separate application for the specific learning community they are interested in. While students can list multiple options on their Learning Communities application to increase their likelihood of ultimately being enrolled in a Learning Community, you should only list options for which you have serious interest. If you are interested in only one community, list that community only. Space is limited. Submitting an application does not guarantee placement in a Learning Community. The LC application DOES NOT REPLACE completing a housing contract with University Residences. If you want to live in a University residential space, you must complete a housing contract, regardless of whether or not you are applying for a Learning Community. You cannot be placed in a Learning Community with required residence in a residence hall if you have not completed a housing contract.
Most LC have a residential (on-campus dorm) requirement. When you apply for housing at Purdue, you can also apply separately to become part of a Learning Community (LC) by paying an extra fee.
Students need to be careful if they have any incoming transfer credit (i.e. from your High School AP/IB/CC or A level studies). Most LCs include a class component; to be eligible for a LC, students must be eligible, and must, take all the classes involved in a LC. If you earn, or expect to earn, transfer credit and if the LC in which you are placed requires you to compulsorily attend the course at Purdue, you will be no longer eligible for that LC (unless you decide to take the course and waive the credit. This can impact housing placement if you are required to, or had planned to, live with the LC; so be sure to review the online descriptions that include associated courses for each LC and only apply for appropriate LCs based on your expectations regarding any transfer credit you expect to be bringing with you to Purdue.
Some LCs are restricted- for e.g. anyone lucky to be admitted to the John Martinson Honors College is automatically placed with the Honors College Residence or Winifred Parker Halls which are amongst the best dorms (location and build quality) at the University. [You can’t get admission to the Honors college as a freshman unless you applied for it on the Common App (2 extra essays) and were selected by the College.] Apart from the Honors college, all other Learning Communities are rotated yearly between the various dorms, in order to ensure that people don’t apply to a Learning Community just to get a specific dorm, but instead are actually interested in being part of that community.
Navigating Faculty and Staff Roles in Learning Communities
Golde & Pribbenow (2000) investigated the experiences of faculty members in residential learning communities, from which they formulated recommendations for navigating the sometimes dicey waters that separate faculty from administrative staff. Faculty hold a deep concern for undergraduate education, and wish to know students better. However, some were surprised about the desire of students to be more personal than faculty had expected. Faculty were enticed by the idea of participating in interdisciplinary and innovative education. They were also both excited and concerned with being accepted into the learning community, both by students and veteran faculty members. Time - faculty reward system must be addressed and taken into account when expecting faculty participation in learning communities.
Faculty had little awareness of, and in some cases little respect for, the work of student affairs professionals on their campus. Similarly, student affairs staff held a limited view of how faculty might contribute in a residential setting. Golde and Pribbenow conclude that faculty are the best recruiters of other faculty into learning community participation, and that it is important to both include faculty in planning efforts, but also to give them well-defined roles within the community.
Leary, Margaret, Tina M. Muller, Samantha Kramer, John Sopper, Richard D. Gebauer, and Mary Ellen Wade. 2022. “Defining Collaboration Through the Lens of a Delphi Study: Student Affairs and Academic Affairs Partnerships in Residential Learning Communities.” The Qualitative Report 27 (3): 664-690. Using a Delphi method, the team explored how academic and student affairs professionals define collaboration in residential learning communities and distilled a definition through multiple rounds of feedback. The research team’s resulting definition is: “Collaboration between academic and student affairs is the continuous process of cultivating an independent relationship where each stakeholder is mutually committed to working toward the shared purpose of holistic student learning” (p. 671).
Assessment and Resource Allocation
In their exhaustive review of previous learning community assessment studies, Taylor et al. Identifying and assessing a broader scope of learning community outcomes - for students, faculty, and institutions; Exploring the specific pedagogical and structural characteristics that lead to positive outcomes; Pursuing longitudinal inquiry to examine the long-term impact of learning communities - for students, faculty, and institutions; and Improving presentations and publications about learning community research. Taylor et al. (2003, pp. Lenning & Ebbers (1999, p.
The allocation of resources also raises concerns for the success of learning communities on campus, if universities continue to be evaluated on the kinds of students they admit, rather than the kinds of leaders they graduate. The current definition of quality in higher education preferences schools that accept excellent high school students with excellent ratings. However, there is no value placed on what happens during college. A school could accept excellent high school students and teach them nothing and receive high ratings, while another school may accept mediocre students and teach them a great deal. In the current valuation system, a campus that wants to increase its prestige shifts resources to competitive admissions, not practices to improve learning. These criteria of excellence do little to encourage schools to create supportive learning environments for the diverse groups now in college.
tags: #learning #communities #purdue #overview
