Themed engagement residential colleges and living-learning communities have been a staple of the American college education for the past several decades and remain as a popular alternative to traditional dormitories on college campuses. These residential colleges differ at each college but follow a similar process of integrating students into a “community” environment where individuals participate in all aspects of academic, leisurely, and sometimes personal life together.
This closeness helps people who are likeminded to bond together and become each other’s second family, creating a strong support system in the challenging years of college education and being away from parents for the first time. Furthermore, they greatly enhance the college experience by offering numerous activities, benefits, teambuilding events, and other social-based concepts of interaction. Students in residential colleges feel a sense of belonging, fellowship, and camaraderie which bolsters school spirit, loyalty, and community ties (Miller).
The primary argument against the residential college system is that it serves to isolate students rather than creating unity. Despite residential colleges often having better facilities and some perks, the purpose of a thematic approach is underdeveloped. Instead of providing a forum to express ideas and create innovation, modern-day living-learning communities have simply become dormitories with a theme. Furthermore, the same students participating in the community with little outside interaction leads to antisocial trends and reputation.
This is not fitting in with the modern model of liberal education that appreciates cross-sectional dormitories and enhanced socialization. Therefore, considering the positive and negative aspects of residential colleges, it seems that they are helpful to those who are comfortable in such tight student community environments and seek to experience their academic career with likeminded individuals.
Residential communities can be organized on a basis of a number of themes, including curricular, career goals, vocational interests, and even fantasy-related aspects. All of these inherently contribute to group identity and cohesiveness, helping to encourage continuity and integration, and counteracting isolation. Furthermore, themed residential colleges can be used for a wide variety of purposes such as first-year experience programs and living-learning centers, both of which contribute to a student’s development of life and team-based social skills (Weintraub 7).
The aspects of socialization and co-habitation described above inherently lead to sharing of ideas and networking among students and residential staff. In the globalization of modern economy and education, where many American colleges host students from around the world, the themed residential colleges have been used by student affairs to promote internationalization. The co-curriculum of residential communities can be utilized to deliver intercultural learning and opportunities for international service or interaction with students from other cultures (Ward).
Residential learning communities are developed as places of union and student development, offering opportunities for holistic growth. Living and studying in a multicultural environment undoubtedly offers tremendous life experience and cultural competence which is invaluable in the workplace. Vital skills are acquired such peer-to-peer communication, structured and immersive learning of other cultures, and acquired respect and tolerance for the unknown.
Along with study-abroad experiences and their main curriculum in such majors as international studies, the concept of internationalization will be deeply embedded into the students (Zuelch 2). At a young age, students are easily able to form bonds and understanding which reflects on their global values as adults. The residential college framework, particularly if it is based on a theme of globalization, offers significant potential for the development of participating students.
Works Cited
- Miller, Karen. “Can Residential Colleges and Living Learning Communities Enhance Your College Experience?” Scoir. 2018. Web.
- Ward, Heather. “Internationalization in Action. Internationalizing the Co-curriculum. Three Part Series. Part Three: Internationalization and Student Affairs.” American Council on Education, N.d. Web.
- Weintraub, Susan D. The Space Between Us: A Case Study Exploring Faculty and Residential Life Professionals Participating in a Residential Learning Community in a Small College. 2018, Web.
- Zuelch, Laura. The Global Village: Improving Intercultural Experiences at Keene State College Through Living/Learning Communities. 2018. Web.