Residential Learning Communities Positively Affect College Binge Drinking

NASPA Journal ◽  
2003 ◽  
Vol 40 (3) ◽  
Author(s):  
Aaron M. Brower ◽  
Chris M. Golde ◽  
Caitilyn Allen
Keyword(s):  
Learning Communities ◽  
Binge Drinking ◽  
Learning Community ◽  
Problem Drinking ◽  
Residential Learning Communities ◽  
Academic Problems ◽  
Residential Learning Community ◽  
Comparison Groups ◽  
Drinking Behaviors ◽  
Matched Comparison

Recent surveys demonstrate that college students "binge drink" or engage in high-risk episodic drinking at high rates across the country. This drinking pattern has been associated with most of the serious health, legal, and academic problems faced by students and colleges. This study explored how living in a residential learning community affects drinking behaviors. Students living in three different residential learning communities at a large, midwestern public university were found to binge drink at significantly lower rates than did matched comparison groups who lived in another university residence hall. Further, learning community residents also suffered fewer problems arising from either their own drinking or that of others. We interpret these results as suggesting that new social norms—peer expectations about acceptable behavior— are created within the learning communities that positively affect binge drinking and its associated problems. These preliminary findings are promising indicators that student housing deliberately structured to promote community and academic involvement can reduce problem drinking behaviors, even when no explicit alcohol programming is involved.

Alcoholism Prevention/Treatment and Native American Youth: A Community Approach

1988 ◽  
Vol 18 (1) ◽  
pp. 103-114 ◽  
Author(s):  
E. Daniel Edwards ◽  
Margie E. Edwards
Keyword(s):  
Native American ◽  
Community Involvement ◽  
Problem Drinking ◽  
Indian Children ◽  
Group Approach ◽  
Prevention Education ◽  
Prevention Interventions ◽  
Drinking Behaviors ◽  
Positive Feelings ◽  
Alternative Activities

This paper addresses prevention, education and treatment approaches for combatting problems of alcohol abuse with American Indian children, adolescents and their families. Community involvement is emphasized. Included are primary prevention interventions which promote alternative activities to drinking while emphasizing positive feelings of self-esteem and identity. Also recommended are secondary prevention alcoholism programs which provide information regarding alcohol while encouraging responsible decision-making regarding drinking behaviors. Additional suggestions identify resources which can be made available to Indian youth who are developing problem-drinking behaviors. A task group approach is recommended for identifying problem-drinking behaviors in specific communities and developing viable programs to address these needs.

Building Learning Communities for Faculty

1998 ◽  
Vol 2 (6) ◽  
pp. 22-24
Author(s):  
Jodi H. Levine
Keyword(s):  
Faculty Development ◽  
Learning Communities ◽  
Learning Community ◽  
Colleges And Universities ◽  
Dynamic Learning ◽  
Temple University ◽  
Teaching Team ◽  
Daunting Challenge ◽  
The Way

As at most colleges and universities, when faculty at Temple University are asked to join with other faculty to teach a “learning communities” course, they are faced with the daunting challenge of changing the way they teach. To help them meet this challenge, Temple University engages in a number of faculty development activities, the goal of which is to have faculty come together in a dynamic learning community—a teaching team—in which they can work out the best approaches for involving students in their own learning.

scholarly journals Effects of Residential Learning Communities on Drinking Trajectories During the First Two Years of College

2009 ◽  
pp. 86-95 ◽  
Author(s):  
James A Cranford ◽  
Sean Esteban McCabe ◽  
Carol J Boyd ◽  
James E Lange ◽  
Mark B Reed ◽  
...  
Keyword(s):  
Learning Communities ◽  
Residential Learning Communities

scholarly journals CREATION AND DEVELOPMENT OF TEACHER PROFESSIONAL LEARNING COMMUNITY: INSTITUTIONAL FACTORS

2017 ◽  
Vol 2 ◽  
pp. 493
Author(s):  
Justinas Monkevicius ◽  
Renaldas Čiužas
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Organisational Culture ◽  
Institutional Factors ◽  
Teacher Professional Learning ◽  
Organisational Structure ◽  
Teacher Professional

The article presents a theoretical and empirical analysis of institutional factors of creation and development of successful teacher professional learning communities. On the basis of the conducted theoretical analysis, institutional factors were systemised and divided into four groups:factors related to organisational culture, to processes, to organisational structure, and factors related to financial and material resources.The empirical research reveals the relevance of theoretically distinguished factors to the practical processes of creation and development of successful teacher professional learning communities. It also singles out new factors that have not been investigated by other scholars and highlights the encountered barriers.

scholarly journals A case study of two teacher learning communities in KwaZulu-Natal, South Africa

2021 ◽  
Vol 41 (3) ◽  
pp. 1-15
Author(s):  
Free-Queen Bongiwe Zulu ◽  
Tabitha Grace Mukeredzi
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Teacher Learning ◽  
South African ◽  
Professional Learning ◽  
Basic Education ◽  
Local Level ◽  
Education And Development ◽  
Teacher Learning Communities

In the Integrated Strategic Planning Framework for Teacher Education and Development, a South African policy, the Department of Basic Education (DBE) and the Department of Higher Education (DHET) call for the formation of professional learning communities and envisage support for teachers and access to enhanced professional development opportunities at the local level. However, the formation and operation of professional learning communities in a South African context is still unclear. In this article we use the concept of professional learning communities to examine the extent to which 2 teacher learning communities operate as professional learning communities. We used interviews, observations, survey questionnaires and document analysis to generate data. The findings of the study reveal that the 2 teacher learning communities were initiated by the DBE and not by teachers. However, the size of 1 teacher learning community and the nature of its functioning seemed to adhere to the characteristics of a professional learning community while the other did not. The findings indicate that professional learning communities that operate in developing contexts might be functional when all the stakeholders play a meaningful role in supporting professional learning communities.

scholarly journals Dannelse og samskaping av utdanning mellom akademia og sykehjem

2020 ◽  
Vol 16 (2) ◽  
Author(s):  
Gunilla Kulla ◽  
Åshild Slettebø
Keyword(s):  
Nursing Home ◽  
Nursing Students ◽  
Learning Communities ◽  
Learning Community ◽  
Thematic Analysis ◽  
Elderly Care ◽  
Boundary Crossing ◽  
Ethnographic Approach ◽  
Field Notes ◽  
Development Methods

Cultivation and co-creation of education between academy and nursing home: A critical ethnography study Collaboration between academy and practice in education is emphasized. In this study, we explored and described boundary-crossing spaces, when co-creating an adjusted educational program for nursing students in a nursing home in Norway. How to learn holistic person-centered dementia care, evolved through the participants in a learning community. A critical ethnographic approach and method with observations, field notes, minutes of board, spontaneous meetings, and focus groups particularly with the students were used. Data were analyzed with six-step thematic analysis by Braun and Clarke. There were two main themes: 1) Creating a room for learning communities and 2) The room of the cultivation of students in learning communities. We further suggest, learning communities co-creation in elderly care, might potentiate innovative research- and development methods for the future.

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