Many postsecondary institutions use living-learning communities (LLC) as a tool for recruitment, engagement, and retention. Current research illustrates that solely having an LLC is insufficient as a means towards realizing these outcomes. In this session, panelists will discuss proven strategies for helping students achieve outcomes often associated with LLCs and provide recommendations for design, delivery, and assessment.
On this episode of Student Affairs Live, guest host Keith Edwards speaks with Karen Kurotsuchi Inkelas, Jody Jessup-Anger, and Matthew Mayhew about their research on LLCs. These scholars will discuss lessons that practitioners can use to improve the student outcomes from LLCs.
This free episode will air live on Wednesday, January 10 at 1 p.m. ET. To watch the archived video, just return to this page at any point after the episode airs.
If you have questions for our panelists, in advance of the episode please email firstname.lastname@example.org or tweet @KeithEPhD with your question and Keith will incorporate it into the dialogue. We will also take questions during the episode via the Twitter backchannel at #higheredlive.
Keith EdwardsOver the past 15 years Keith (he/him/his) has spoken and consulted at more than 150 colleges and universities, presented more than 150 programs at national conferences, and written more than 15 articles or book chapters on men’s identity, social justice education, and leadership. His research, writing, and speaking has received national awards and recognition including ACPA Dissertation of the Year and ACPA Diamond Honoree. His TEDx Talk on Ending Rape has been viewed around the world. Keith is also a certified executive and leadership coach for individuals who are looking to unleash their fullest potential. Keith was the Director of Campus Life at Macalester College in St. Paul, MN from 2007 – 2015 where he provided leadership for the areas of residential life, student activities, conduct, and orientation. He was an affiliate faculty member in the Leadership in Student Affairs program at the University of St. Thomas, where he taught graduate courses on diversity and social justice in higher education for 8 years.
Karen Kurotsuchi Inkelas
Karen Kurotsuchi Inkelas is an Associate Professor in the Higher Education Program in the Curry School of Education at the University of Virginia. She is the founding Principal Investigator of the National Study of Living-Learning Programs, and lead author of the forthcoming book, Living-Learning Programs that Work: A Research-Based Model for Design, Delivery, and Assessment. Dr. Inkelas currently serves as the Lead Research Director for UVA’s Crafting Success for Underrepresented Scientists and Engineers Project, is the Research Director of Undergraduate Initiatives for the UVA Contemplative Sciences Center, and is the Internal Evaluator for the UVA CHARGE program, funded by the National Science Foundation. She has conducted a World Bank-funded workshop on best practices in teaching and learning in STEM for college instructors in Cambodia, served as a keynote speaker at the Teaching & Learning in Higher Education Conference at the National University of Singapore, and twice as a plenary speaker at the Global Forum on the Innovation of Higher Education at Sungkyunkwan University in Seoul, South Korea. Dr. Inkelas obtained her B.A. and M.S. from Northwestern University and her Ph.D. from the University of Michigan.
Jody Jessup-Anger is associate professor of higher education and program coordinator of the Student Affairs in Higher Education master’s program at Marquette University. Her research explores how student and collegiate environment interaction facilitates or impedes student development and learning. Jessup-Anger is co-author (with Karen Inkelas, Mimi Benjamin, and Matthew Wawrzynski) of the forthcoming book, Living-Learning Communities that Work: A Research-Based Model for Design, Delivery and Assessment, which is slated for publication in March 2018. She has also written several research articles exploring the effectiveness of LLCs, authored a chapter about theoretical foundations of learning communities in the New Directions for Student Services monograph, and spent a sabbatical as a scholar-in-residence for Workshop Studios, a design and consulting firm specializing in higher education facilities and organizations. Jody is co-leading the Elon University Center for Engaged Learning’s research seminar on residential learning communities. In addition, she served on the editorial board of the Journal of Student Affairs Research and Practice and on ACPA’s Commission for Professional Preparation in Student Affairs. Prior to receiving her PhD, she spent 10 years as a student affairs administrator. Jessup-Anger earned her PhD in higher, adult, and lifelong education from Michigan State University, her MS in student affairs in higher education from Colorado State University, and her BA in international studies from American University.
Matthew J. Mayhew
Matthew J. Mayhew is the William Ray and Marie Adamson Flesher Professor of Educational Administration with a focus on Higher Education and Student Affairs at The Ohio State University. He received his BA from Wheaton College, Illinois; his master’s degree from Brandeis University; and his PhD from the University of Michigan. Before coming to OSU, he served as an associate professor at New York University and an administrator at Fisher College and the University of North Carolina at Wilmington.
He has focused his research on examining the relationship between college and its influence on student learning and democratic outcomes. To support the study of college and its impact on student development and learning, he has been awarded over $16 million dollars in funding from sources including the United States Department of Education; the Ewing Marion Kauffman Foundation; the Merrifield Family Trust; and an anonymous non-religiously affiliated organization with interests in social cooperation. He has been on the editorial boards of the Journal of Higher Education, Research in Higher Education, and the Journal of College Student Development. He recently received the American Educational Research Association Religion and Education SIG Emerging Scholar Award.