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Summaries of  Responses to Questions About Building Residential Integrative Learning Communities From the Fifth Stakeholder Conference



6. What concerns, if any, do you have about it?

        No break for students from academic environment or faculty; no break for faculty from students; always "on."

        Faculty may not be interested in participating and may find proximity to students problematic from the point of view of maintaining proper boundaries and liability issues.

        Loyalties to house may create cliques and conflict with loyalties to departments, programs, and university.

        Culture of university must change to respond to challenges regarding layout of facilities, integration of resources such as west campus with the main campus, difficulties of academic coordination, promoting buy-in from students if programs do not earn academic credit, and offering equal opportunities to students who may not reside on campus.

        Difficult to continue over full four years of a student's career, and upperclassmen may not want to live with underclassmen.

        One-size fits all concept may not suit individually minded liberal arts students.

        Houses based on particular interests may create homogenous groups and detract from university's efforts to enhance diversity.

        Must avoid attempt to force students to participate.

        Residential Integrative Learning Communities would compete with Greek houses and other groups for their identities and support.

        Must avoid placing too many demands on both faculty and students and pulling them in too many directions.

        Behavior and interactions in such an intimate environment may be a problem and a common code of conduct must be created.

        Students must have input into creation of houses to ensure buy-in.

        Must be sufficient housing to support creation of many different groups.

        Must determine whether houses can have more than one group functioning at once and whether there will be a mixture of underclassmen and upperclassmen and resident and non-resident participants.

        GC must build on experience of other institutions and national models.

        Implementation should be gradual and program should have pilots tested on a limited basis to ensure viability.


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