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In 2007, the American Association of Colleges and Universities
named learning communities a high-impact practice because of the
potential of these communities to provide coherence to and
ultimately improve undergraduate education. Institutional leaders
have demonstrated a commitment to providing LLCs, but they
currently do so primarily with anecdotal information to guide their
work. As a result, there is substantial variation in organizational
structure, collaboration, academic and social environments,
programmatic integration, student outcomes, and overall quality
related to LLC participation. To establish a stronger, more unified
basis for designing and delivering effective LLCs, the authors of
Living-Learning Communities that Work collaborated on the
development of a comprehensive empirical framework for achieving
the integrating potential of LLCs. This framework is designed to
help practitioners guide the design, delivery, and assessment of
LLCs. This book thoughtfully combines research and field-tested
practice to document the essential components for best practices in
living learning communities and presents them as a clear blueprint
– the LLC best practices model – for LLC design. Practitioners,
researchers, and institutional leaders can use the book as a guide
to more effectively allocate resources to create and sustain LLCs
and to realize the potential of these communities to improve
undergraduate education.
Maybe I Should: Case Studies on Ethics for Student Affairs
Professionals offers graduate students and new student affairs
professionals the opportunity to hone their knowledge of and
sensitivities to everyday professional ethics. The second edition
includes all new cases addressing contemporary topics across
multiple functional areas, including: admissions and orientation,
advocacy and inclusion, career and academic support, residence life
and housing, student involvement and student conduct. Readers are
encouraged to puzzle through each situation to identify,
articulate, and provide rationales for plausible and preferred
strategies for addressing ethical conundrums in their professional
work. Benjamin and Jessup-Anger provide a framework for analyzing
cases along with resources for incorporating professional ethics
and case study analysis into formal education or staff development
activities in student affairs.
Maybe I Should. . . Case Studies on Ethics for Student Affairs
Professionals (2nd ed.) offers graduate students and new student
affairs professionals the opportunity to hone their knowledge of
and sensitivities to everyday professional ethics. The second
edition includes all new cases addressing contemporary topics
across multiple functional areas, including: admissions and
orientation, advocacy and inclusion, career and academic support,
residence life and housing, student involvement and student
conduct. Readers are encouraged to puzzle through each situation to
identify, articulate, and provide rationales for plausible and
preferred strategies for addressing ethical conundrums in their
professional work. Benjamin and Jessup-Anger provide a framework
for analyzing cases along with resources for incorporating
professional ethics and case study analysis into formal education
or staff development activities in student affairs.
In 2007, the American Association of Colleges and Universities
named learning communities a high-impact practice because of the
potential of these communities to provide coherence to and
ultimately improve undergraduate education. Institutional leaders
have demonstrated a commitment to providing LLCs, but they
currently do so primarily with anecdotal information to guide their
work. As a result, there is substantial variation in organizational
structure, collaboration, academic and social environments,
programmatic integration, student outcomes, and overall quality
related to LLC participation. To establish a stronger, more unified
basis for designing and delivering effective LLCs, the authors of
Living-Learning Communities that Work collaborated on the
development of a comprehensive empirical framework for achieving
the integrating potential of LLCs. This framework is designed to
help practitioners guide the design, delivery, and assessment of
LLCs. This book thoughtfully combines research and field-tested
practice to document the essential components for best practices in
living learning communities and presents them as a clear blueprint
- the LLC best practices model - for LLC design. Practitioners,
researchers, and institutional leaders can use the book as a guide
to more effectively allocate resources to create and sustain LLCs
and to realize the potential of these communities to improve
undergraduate education.
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