Limited choices

Task force looks into living-learning programs

Recently, the Residence Hall Association announced the formation of a task force to study the status of living-learning programs in University residence halls and provide a report to the Office of the Provost. This comes on the heels of a proposal to expand the current six living-learning programs to a total of 11. While the creation of the task force takes a positive first step toward pinpointing and correcting specific problems with these programs, the proposed expansion most likely will just create new troubles.

In their current state, most of the University's living-learning programs have problems that must be worked out in order for their students to have a more rounded education. Living-learning programs require their students to live in a certain residence hall and register for a specific group of classes. Such restrictions create a group of students somewhat separated from the rest of the University. Students in the living-learning communities see many of the same people in their classes, creating a small clique within the larger student body. Also, the required curiculla may prevent living-learning students from taking courses in other University departments.

A glaring problem with the living-learning communities is that students choosing to leave a program must still reside in the residence to which they were assigned for the duration of the year. This policy causes students no longer wishing to be associated with the community to remain with their former classmates. These students are then isolated among students taking a common curriculum.

Expanding the living-learning communities to nearly twice their present size can only further complicate these issues. Increasing the number of these programs will result in more students taking a restrictive curriculum that prevents them from taking advantage of the rest of the University. In addition, the five new programs will require additional residence hall space, perhaps resulting in non-living-learning students forced to live among groups of students linked through common academic programs and interests.

The newly formed task force should recognize these problems and work toward a solution that gives living-learning students greater freedom and a balanced academic experience at the University. Ideally, living-learning programs should ease their restrictions so that students may choose from a number of residences and enjoy greater control in designing their studies. It is essential that these problems be addressed before any expansion to preserving the integrity of these programs.

The life of a University student is about personal development, both academically and socially. A student learns how to deal with all sorts of problems inside and outside of University classes, both of which play a part in the formation of his or her identity. In their present state, the majority of living-learning programs limit aspects of University life that would aid their students' growth. These programs, and the University as a whole, should seek to provide students with the widest spectrum of options available so that they are well-prepared for life outside of academia.

04-20-98