Analysis of Feasibility of a Health and Wellness Living Learning Community at UMBC

Prepared for Dr. J. Kevin Eckert

University of Maryland, Baltimore County Sociology and Anthropology Department Chair

Prepared by Carlyn Rubin

Undergraduate Health Administration and Policy Major

December 11, 2012

Table of Contents

Letter of Transmittaliii

Executive Summaryv

Project Overview1

Background 1

Problem Statement1

Problem Description2

Rationale2

Scope3

Limitations3

Research Methods4

Primary Data Collection Methods4

Secondary Data Collection Methods5

Primary Research Results6

Student Survey: The Living-Learning Community Experience6

Student Survey: Health and Wellness at UMBC15

Secondary Research Results24

National College Health Assessment24

Best Practices of Health and Wellness LLCs at other Universities25

Jensen’s “Factors Influencing Student Retention in Higher Education”26

Blimling: “The Resident Assistant”26

Discussion27

Student Surveys27

National College Health Assessment29

Best Practices of Health and Wellness LLCs at other Universities30

Jensen’s “Factors Influencing Student Retention in Higher Education”30

Blimling: “The Resident Assistant”30

Recommendation and Conclusion31

References32

Appendix A: The Living-Learning Community Experience33

Appendix B: Health and Wellness at UMBC35

Appendix C: Outline for Establishment of a Living-Learning Community37

Appendix D: Expanded Definition of a Living-Learning Community39

Table of Figures

Figure 1: Reasons for Applying to a Living-Learning Community7

Figure 2: Reasons for Re-application to a Living-Learning Community8

Figure 3: Friend Relationships Formed on LLCs8

Figure 4: Faculty Relationships Formed due to LLC Participation9

Figure 5: LLC Participation and Sense of Belonging9

Figure 6: LLC Participation and Self-Confidence10

Figure 7: LLC Participation and Confidence in Academic Success10

Figure 8: LLC Participation and Analytical and Critical Thinking Skills11

Figure 9: LLC Encouragement of Participation in Research and Service-Learning11

Figure 10: LLC Participation and Quality of Life12

Figure 11: Health Issues of Importance to UMBC Students17

Figure 12: Personal Health and Wellness Goals of UMBC Students18

Figure 13: Impact of Peer Support on Pursuit of Personal Health Goals18

Figure 14: Interest in a Health and Wellness Living-Learning Community19

Figure 15: Effect of Honors University Status on Student Stress21

Figure 16: Effectiveness of Health Promotion at UMBC21

Figure 17: Student Stress Reduction Methods22

Figure 18: Friendships formed in non-LLC Housing23

Figure 19: Peer Relationships and Stress Reduction23

Figure 20: Peer Relationships and Sense of Belonging24

Carlyn Rubin

1000 Hilltop Circle

Baltimore, MD 21250

December 2, 2012

Dr. J. Kevin Eckert

Chair, Department of Sociology & Anthropology

University of Maryland, Baltimore County Public Policy 225

1000 Hilltop Circle

Baltimore, MD 21250

Dear Dr. Eckert:

I have completed my analysis of student health on campus and of the feasibility of establishing a health and wellness themed living-learning community at UMBC. As previously discussed, I believe that one of the most important factors in student health and retention is the formation of peer relationships, which living-learning programs on campus readily provide. A health and wellness living-learning community would not only offer an opportunity for students to form peer relationships but also encourage students to develop healthy lifestyle practices and instill a greater sense of health and wellness into the campus culture. The analysis identifies factors that contribute to student stress as well as the impact of living-learning programs upon student health, and consequently provides recommendations for the improvement of student health.

By surveying current UMBC living-learning community residents and residential students living in non-themed housing, I have identified several ways in which living on campus affects students’ quality of life. Secondary research which includes data from the UMBC National College Health Assessment provides information regarding student health outcomes and how student health affects academic achievement. Further secondary research highlights best practices of health and wellness living- learning programs at other universities as well as factors which affect student retention and persistence to graduation. I would especially like to thank Director of Residential Life Katie Boone for her full support of this initiative. She has acted as a guide throughout the entire analysis process and has supplied me with information about living-learning program cost and resources for my secondary research.

Thank you so much for allowing me to conduct this analysis and for your time and attention to this issue. Please do not hesitate to contact me with any questions. I will submit my report to you prior to our meeting next week, and I look forward to your decision. Your prompt response is most appreciated. I truly appreciate your continued support of this effort to enhance the health and quality of life of UMBC students.

Sincerely,

Carlyn Rubin

Health Admin. & Policy Major, Class of 2014

Carlynr1@umbc.edu

Executive Summary

UMBC currently offers health programming through departments such as University Counseling Services, University Health Services, and Residential Life to promote campus wellness, and it also provides living-learning communities to enhance the residential student experience through the formation of peer relationships surrounding a common interest. However, no living-learning program currently exists which focuses on health and wellness.

The findings of this report are based on primary and secondary research. Two student surveys were conducted: one which assesses the impact of living-learning community participation on student quality of life, and another which assesses student perceptions of health issues on campus as well as ways that students prefer to reduce their stress. Notable responses from the living-learning community participation survey include that 59 percent of students reported that living on an LLC floor increased their self-confidence, while 62 percent of students feel that LLC participation increased their confidence in their academic ability. Also, 63 percent of students reported that living on an LLC positively affected their quality of life as UMBC students.

Noteworthy responses from the health and wellness survey include that students were interested in pursuing wellness goals of getting enough sleep, managing their stress, exercising, and eating nutritious foods. Additionally, 83 percent of students believed they would be more likely to pursue their health and wellness goals if they knew they had support from their peers. Furthermore, 60 percent of survey participants noted that they would be interested in living on a health and wellness-themed living learning community floor because they would feel more motivated to pursue their personal health goals if they were surrounded by peers who were working toward health goals alongside them.

Secondary research included data from the UMBC National College Health Assessment from the spring 2011 semester, which indicated that UMBC students experience high levels of stress and anxiety and do not get enough sleep on a regular basis. Universities which have already established health and wellness themed living learning communities were researched to determine sample courses and social activities that might be appropriate for such a living-learning community at UMBC. Umi Jensen’s report “Factors Influencing Student Retention in Higher Education” was examined to determine what aspects of life affect student retention and persistence to graduation, as well as to determine if what, if any, of those factors could be addressed by a living-learning community. Finally, Gregory Blimling’s textbook “The Resident Assistant” was consulted to assess the influence of the peer group and student peer relationships upon the overall college experience.

The findings of this report recommend that a health and wellness living-learning community be established at UMBC based on the positive effects of living-learning communities upon student quality of life, the importance of health to UMBC students, the desire for peer support in achieving health and wellness goals, and demonstrated student interest in such a living-learning community.

v

Project Overview

Background

The University of Maryland, Baltimore County currently promotes the adoption of healthy lifestyle practices by various means. For example, the UMBC Wellness Initiative housed within the Department of Human Resources sponsors activities and programs which encourage workplace wellness, such as healthy cooking demonstrations group fitness classes, stress management workshops, and health screenings. They also promote existing on-campus health resources. Several of these programs are marketed mainly to staff and faculty, though some are open to the entire university.

University Health Services (UHS) is undoubtedly one of the largest health promoters on campus. Besides providing medical services to students, UHS also provides education programs specifically for students. For example, UHS has a Peer Health Education program, which trains and mobilizes undergraduate students to give presentations on various health topics to classes, residence halls, and student organizations. Topics include the following: nutrition, alcohol and other drugs, sexual health, sleep, physical fitness, healthy relationships, and stress management.

University Dining Services encourages health on campus by providing vegetarian, vegan, and gluten-free food options in campus dining facilities. Dining Services uses a system of symbols which indicate food choices that are vegan, vegetarian, gluten-free, sustainable, and “balanced” in terms of nutrients and portion size. Additionally, the UMBC Dining Services website provides the menu for all dining locations each day and lists the nutritional information for each food item offered. The website also has links to external nutrition resources.

UMBC further supports student health by offering nearly 230 student organizations which encourage the formation of peer relationships and stress relief due to the temporary break from academic commitments. The organizations fall under the categories such as academic, performing arts, cultural, Greek life, hobbies, honor societies, intellectual sports, political interest, religion and spirituality, service and social action, and sports and recreation.

Residence halls also provide opportunities for social relationship formation. Programs organized by resident assistants allow residential students to spend time together and get to know each other, and their overall purpose is to build community within individual floors as well as entire residence halls. Furthermore, living-learning communities encourage relationship building by allowing students with a common interest to live together. See Appendix D for an expanded definition of a living learning community as well as living-learning communities currently offered at UMBC.

Problem Statement

Although the university already has several programs in place to promote health and wellness on campus and to promote the formation of student peer relationships, no residential program exists which encourages students to balance academic success with well-being while forming those relationships. The establishment of a health and wellness themed living-learning community would instill a greater sense of health within the campus community and would facilitate students’ adoption of a healthier lifestyle through peer motivation and support.

Problem Description

According to 2011 National College Health Assessment data for UMBC indicates that students’ academic performance was undesirably influenced by various health-related factors. “Influenced” refers to the following instances: receiving a lower than expected grade on an exam or large project, dropping a course or receiving an “incomplete” for a course, or experiencing a major disruption in research, thesis, practicum, or dissertation work. A calculated 30.5 percent attribute these outcomes to stress, 20.7 percent to anxiety, and 20.9 percent to sleep difficulties (American College Health Association, 2011, p. 5). Clearly, student achievement and student health are related, and better student health outcomes would likely result in greater academic success.

Various factors affect student stress. For example, UMBC’s status as an honors university causes some students to feel additional pressure to excel in their coursework. Additionally, because UMBC generally attracts many focused, serious students, these students may be likely to dedicate more time to their studies than to their personal health and well-being. Although it is extremely important for the university to promote academic achievement, it could also emphasize the importance of balancing academics and well-being to truly establish health as an important part of the campus culture.

Numerous students already engage in activities to reduce their stress such as spending time with friends, listening to music, exercising, meditating, journaling, playing video games, and making to-do lists and using planners to stay organized. Additionally, many students have specific health and wellness goals they would like to achieve while attending UMBC, including maintaining a healthy weight, eating a balanced diet, managing stress, getting enough sleep, and managing time. However, students might be more likely to pursue and consequently achieve those goals if supported by a peer group—particularly a peer group living on a residence hall floor dedicated to health and wellness.

Rationale

The rationale behind this analysis is to provide information about the feasibility of and interest in an additional opportunity for UMBC students to live a healthy lifestyle while in college and also to place a greater emphasis on wellness within the university community. By evaluating what factors contribute to student stress reduction and peer relationship formation, the role and effectiveness of a potential new living-learning community centered on health and wellness may be determined. Survey data obtained directly from UMBC students will illuminate health issues and goals that are important to students as well as aspects of living-learning communities that improve students’ quality of life. Examining best practices of health-focused living-learning programs at other schools will provide suggestions for the development of a new living-learning program at UMBC, and cost estimations obtained from UMBC Residential Life will help to determine viability of the implementation of such a program.

Scope

The scope of this report is limited to student health outcomes at UMBC. Although stress may affect student health at other universities, research was only conducted to analyze the issue of student health and feasibility of a health and wellness living-learning program at UMBC. Only students are surveyed regarding health issues and outcomes as well as interest in a health and wellness living-learning community; staff and faculty health outcomes, health perceptions, and interest in campus wellness initiatives are not addressed in this study. The National College Health assessment supplies data regarding student health, but only data for UMBC is examined. Furthermore, cost estimations for a new living-learning community are based on current costs of other UMBC living-learning communities and are only applicable to UMBC.

Limitations

The results of this report are limited by various factors. Time to design and distribute surveys was quite limited, as well as time for data collection. Obtaining permission to distribute the survey further limited time available for data collection. The living-learning community surveys were restricted to students currently living in those communities, and the health and wellness survey was restricted to residential students within the ENGL 393 course and other students living on four residence hall floors. Survey response was completely voluntary, which limited the number of participants. Survey distribution was completely electronic which limited participant access. Student health data from other universities was not examined. Living-learning programs at other universities were not evaluated to determine effects on academic achievement or student wellness.

Research Methods

Primary Data Collection Methods

Two different surveys were conducted. One survey was designed specifically for living-learning community residents to assess how LLC participation has affected students’ social relationships, perceptions of academic ability, and overall quality of life in college. A second survey was designed for residential students living in non-themed housing to determine student perceptions of health issues on campus as well as how living on campus affects student health.

The Living Learning Community Experience survey is comprised of 12 required questions and 3 optional questions. The majority of survey questions fall under the following categories: dual alternative, completion, multiple choice, and likert items. One of the optional questions is an essay question. The survey begins by soliciting demographic information, and then proceeds to determine more specific information about living-learning communities such as reasons for initial application and effects of the LLC on formation of peer social relationships, self-confidence, likelihood of participation in extracurricular opportunities, and quality of life as a UMBC student. The final items collect information about considerations to transfer to another institution and gauge whether or not LLC participation affected students’ decision to remain at UMBC. Current residents of the following living-learning communities were sampled: Center for Women in Technology, Discovery Scholars, Honors College, Humanities, Intercultural Living Exchange, Shriver Living-Learning Center, Visual and Performing Arts, and Women Involved in Learning and Leadership. Survey distribution and data collection occurred electronically using a Google Drive form. Permission was obtained from UMBC Residential Life to use the listproc to distribute the survey. A copy of the survey questions is available in Appendix A.

The Health and Wellness survey consists of 13 required questions and 3 optional questions. Nearly all survey questions were of these types: multiple choice, completion, dual alternative, and likert items. Two of the three optional questions were open-ended questions. The survey begins by asking for demographic information. Survey questions then seek to determine information about health issues that are important to students, health and wellness goals students plan to pursue while at UMBC, the effect of peer support on motivation to achieve these goals, effectiveness of university efforts to promote health on campus, and the effect of peer social relationships upon student stress and overall health. Current residential students from four different floors within the same community were sampled, as well as residential students from both sections of Professor Jane Porter’s ENGL 393: Technical Writing course. Survey distribution and data collection occurred electronically using a Google Drive form. A copy of the survey questions is available in Appendix B.

Secondary Data Collection Methods

National College Health Assessment data for UMBC from the spring 2011 semester was used to gain perspective regarding student health outcomes and impact on academics. Various online databases and the Google search engine were used to conduct research regarding the connection between student health and academic achievement, as well as living-learning program participation on student health and academic achievement.

The Google search engine was used to research best practices of other universities who house health- and wellness-related living-learning programs. Best practices include both academic and social components and activities of these living-learning programs.

UMBC Director of Residential Life Katie Boone was consulted to research and determine minimum potential cost and administrative responsibilities of a new living-learning community. Results of this consultation are displayed in Appendix C.

Umi Jensen’s report “Factors Influencing Retention in Higher Education” was examined to assess what facets of college life affect students’ decisions to maintain strong academic performance and remain at a university until graduation. The report was also analyzed to determine how living-learning communities could be created to increase student retention and persistence rates based on Jensen’s factors.

Gregory Blimling’s textbook “The Resident Assistant” was consulted to determine the importance of the formation of peer relationships to the overall college experience. Previous research has demonstrated that peer social relationships affect student wellness as well as recruitment and retention rates.

Primary Research Results

Student Survey: The Living-Learning Community Experience

Students currently living within UMBC living-learning communities were surveyed from November 29, 2012 until December 7, 2012. The survey was created using Google Drive and was distributed electronically through the UMBC Living Learning Community listproc. Because respondents are all currently participating in living-learning communities and have done so for a minimum of one semester, they all possessed adequate experience with which to comment on how living in themed housing affects student quality of life. The survey consisted of 12 mandatory questions and three optional questions. Please see Appendix A for a copy of the survey. A total of 71 students responded to the survey. Figures depicting survey results most relevant to the issue of student quality of life will be displayed in this report. All other questions will be represented without graphics.

Question 1: What is your year in school?

Forty-eight respondents (68 percent) were freshmen. A total of 17 respondents (24 percent) were sophomores. Three respondents (4 percent) were juniors, and the last three respondents (4 percent) were seniors.

Question 2: How many semesters have you lived on a living-learning community floor? Include the current semester in your total.

The average number of semesters lived on a living-learning community floor was 1.4. The minimum was one semester, and the maximum was 5 semesters. The median value was 1.0 semester.

Question 3: Why did you choose to apply to the LLC?

Figure 1: Reasons for Applying to a Living-Learning Community

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Although respondents could select more than one answer choice to this question, 51 respondents (72 percent) stated that they wanted to live with students who shared an interest of theirs. The next highest number of respondents, a total of 42 students and 59 percent of respondents, stated that the living-learning community was related to their major or scholarship program. Responses for “Other” included the following:

· “It just seemed like a good way to meet people.”

· “In the Honors College.”

· “Honors LLC was recommended.”

· “My desired roommate lived there.”

Question 4 (optional): If you have lived on a living-learning community floor for more than 2 semesters (1 year), why did you choose to re-apply?

Figure 2: Reasons for Re-Application to a Living-Learning Community

Respondents could select more than one answer to this question. A total of 13 respondents, or 93 percent, stated that they re-applied to their living-learning community because they enjoyed the sense of community that it offered. Ten respondents, or 71 percent, re-applied because they enjoyed the social activities planned specifically for their living-learning community.

Question 5: “I have made new friends as a result of living on an LLC.”

Figure 3: Friend Relationships Formed on LLCs

Thirty-one percent of respondents (23 students) agreed with the statement that they had made new friends as a result of participating in a living-learning community. Twenty-three percent (17 students) strongly agreed with the statement. Four percent (3 students) disagreed with the statement, and 1 percent (1 student) strongly disagreed with the statement.

Question 6: I have formed a relationship with one or more staff or faculty members that I might not have formed if I did not choose to live in this community.

Figure 4: Faculty Relationships Formed due to LLC Participation

A calculated 34 percent of respondents (25 total) agreed with the statement that they have formed a relationship with one or more staff or faculty members that they might not have formed if they hadn’t chosen to live in a living-learning community, while 4 percent (3 students) strongly agreed with the statement. However, the majority of respondents disagreed with the statement. Thirty-six percent of respondents (27 students) disagreed, and 9 percent (7 students) strongly disagreed with the statement.

Question 7: Living on an LLC has made me feel a sense of belonging to the UMBC community and/or that I am an important member of the UMBC community.

Figure 5: LLC Participation and Sense of Belonging

The majority of students agreed that LLC participation has caused them to feel a sense of belonging to the university community. Specifically, 35 students (47 percent) agreed with the statement, 10 students (14 percent) disagreed with the statement, 7 students (9 percent) strongly agreed, and 5 students (7 percent) strongly disagreed.

Question 8: Living on an LLC has increased my confidence in myself.

Figure 6: LLC Participation and Self-Confidence

The majority of students, a total of 39 students (53 percent), agreed with the statement that living on a living-learning community floor increased self-confidence. Three students (4 percent) strongly agreed with the statement, 21 students (28 percent) disagreed, and 4 students (5 percent) strongly disagreed.

Question 9: Living on an LLC has increased my confidence in my ability to succeed in college.

Figure 7: LLC Participation and Confidence in Academic Success

Most respondents agreed that living on an LLC increased their confidence in their academic success. Specifically, 44 respondents (59 percent) agreed with the statement, 14 respondents (19 percent) disagreed, 2 respondents (3 percent) strongly agreed, and 4 respondents (5 percent) strongly disagreed.

Question 10: My analytical and critical thinking skills have improved as a result of living on an LLC.

Figure 8: LLC Participation and Analytical and Critical Thinking Skills

Thirty-two participants (43 percent) agreed that their analytical and critical thinking skills have improved as a result of living on an LLC. Twenty-nine participants (39 percent) disagreed, 2 participants (3 percent) strongly agreed, and 6 participants (8 percent) strongly disagreed.

Question 11: Living on an LLC has encouraged me to participate in activities such as undergraduate research, faculty-mentored research, and service-learning.

Figure 9: LLC Encouragement of Participation in Research and Service-Learning

A total of 32 participants (43 percent) agreed that LLC participation encouraged them to participate in research or service-learning. Twenty-three participants (31 percent) disagreed, 2 participants (3 percent) strongly agreed, and 5 participants (7 percent) strongly disagreed.

Question 12: Living on an LLC has positively affected my quality of life as a student at UMBC.

Figure 10: LLC Participation and Quality of Life

The majority of respondents, 32 students (43 percent) agreed that LLC participation positively affected their quality of life as UMBC students. Thirteen respondents (18 percent) strongly agreed, 2 respondents (3 percent) disagreed, and 1 respondent (1 percent) strongly disagreed.

Question 13 (optional): Explain your response to the previous question.

Responses included the following:

· “Because I am in a LLC, my floor participates in more activities than other floors. For that reason, as well as having a fantastic RA, nearly everyone on our floor knows each other and is friends. That's the biggest reason why I am grateful to be a part of my LLC.”

· “I live in the Honors LLC, and enjoy being around other academically focused and motivated individuals.”

· “Living on an LLC helped me transition into college life and introduced me to my closest friends at UMBC. My LLC is a supportive community in which I feel comfortable studying and sharing my academic interests.”

· “I understand how our college's SGA works and who to ask for certain help.”

· “The people I have met have been great.”

· “I literally know everyone's name on my floor because of the CWIT LLC. Everyone is working on the same hard classes and also trying to maintain a GPA for our scholarship. That makes us all really driven to help each other and do well. I also met one of my best friends who is currently my roommate.”

· “I'm so glad I chose to live on the Honors Floor. I haven't even completed a semester, and I already love it here. We've known each other for less than 100 days, but most of us are already so close, it's like we're family. College isn't really like high school, where you can make friends with people just by being in classes with them. Being in a class with someone can strengthen a friendship, but because most classes are bigger than those of high school, it would be hard to rely on classes for new friendships. Once again, I'm so thankful I live on the Honors Floor with such great people.”

· “The friends I have made here on the Honors Floor LLC in Susquehanna Hall are absolutely amazing and I'm sure I will be friends with them for the rest of my life!”

· “People here feel like a family!”

· “It helped me make friends with people I shared similar interests with starting from my first semester of college. This people are still my friends now and I expect them to continue to be for a long time.”

· “It really is a community! And it's tiny and full of intelligent, friendly peers- I'm rarely as grateful as I should be for my time on the Humanities LLC.”

· “Just having a close knit of people who share my interests.”

· “Seeing my friends in other dorms, I see that my floor is unusual. I love that the people in the LLC are close and hang out together. I don't think I would have felt so accepted in another dorm.”

· "I was an undecided major, but knew I wanted to do a technical major. I learned that there was one major I've always wanted to do, yet never knew what it actually was until the people in my LLC told me about it.

· “I've always had the fantasy of working for the CIA or NSA and I assumed the only way to work in that field is to be a spy or in the military. When I heard these agencies hire those who major in computer science. I was interested and had the epiphany that this major was the one I was looking for. Sure I have no experience in programming and what the heck java or html or whatever those things are, but I'll learn. & the people on the floor can help me with it too which is the best part. Plus I'm glad my floor isn't loud all the time and I can connect to the people there. I think when people have the same mind set and same academic interests, there's less drama.”

Question 14: Did you ever consider transferring to another institution?

Fifty respondents (68 percent) stated that they had never considered transferring to another institution, while 21 respondents (28 percent) stated that they had considered transferring.

Question 15 (optional): If you answered “yes” to the previous question, did your experience of living on an LLC contribute to your decision to remain at UMBC?

Eleven respondents (15 percent) stated that their LLC experience did, in fact, contribute to their decision to remain at UMBC, while 16 respondents (22 percent) stated that their LLC experience did not contribute to their decision to remain at UMBC.

Student Survey: Health and Wellness at UMBC

Students currently living on four separate residence hall floors within the same building were surveyed November 29, 2012 until December 7, 2012. Residential students in both sections of Professor Jane Porter’s ENGL 393: Technical Writing course were surveyed during the same time period. The survey was created using Google Drive and was distributed by email. Because respondents are all currently living on campus, they all possessed adequate experience with which to comment on health and wellness issues on campus, as well as their own personal health and wellness goals. The survey consisted of 13 mandatory questions and three optional questions. Please see Appendix B for a copy of the survey. A total of 40 students responded to the survey. Figures depicting survey results most relevant to the issue of student wellness will be displayed in this report. All other questions will be represented without graphics.

Question 1: What is your year in school?

Twenty-one respondents (53 percent) were freshmen, 2 respondents (5 percent) were sophomores, 8 respondents (20 percent) were juniors, and 9 respondents (23 percent) were seniors.

Question 2: How many semesters have you lived on campus? Please include the current semester in your total.

The minimum number of semesters lived on campus was 1, and the maximum number of semesters lived on campus was 7. The average number of semesters lived on campus was 2.95, and the median was 1.

Question 3: What is your major? If you have not chosen a major, write “undecided.”

Majors indicated in the survey included those listed below. Numbers in parentheses next to each major represent the number of respondents who indicated that they chose that particular major.

·

1

33

· Biological Sciences (8)

· Computer Engineering (7)

· Biochemistry (4)

· Mechanical Engineering (4)

· Financial Economics (2)

· Health Administration & Policy (2)

· Physics (2)

· Psychology (2)

· Undecided (2)

· Business Technology Administration (1)

· Chemistry (1)

· Computer Science (1)

· Economics (1)

· Environmental Studies (1)

· History (1)

· Information Systems (1)

· Mathematics (1)

· Media and Communication Studies (1)

· Philosophy (1)

· Political Science (1)

· Statistics (1)

Question 4: As a college student, what health issues are important to you?

Figure 11: Health Issues of Importance to UMBC Students

Respondents could select more than one answer to this question. The most popular health issue was sleep, selected by 37 students (93 percent). The second-most popular issue was exercise, selected by 32 students (80 percent). The rest of the health issues were selected in the following order: stress management (31 students, or 78 percent), nutrition (28 students, or 70 percent), healthy relationships (26 students, or 65 percent), mental health (26 students, or 65 percent), and alcohol, tobacco, or other drug use (7 students, or 18 percent). Two students selected “other” and provided the following responses:

· “Music practice routines and such”

· “Grades”

Question 5 (optional): What personal health and wellness goals would you like to pursue while attending UMBC?

Figure 12: Personal Health and Wellness Goals of UMBC Students

Respondents could select more than one answer to this question. Twenty-eight students, or 70 percent, plan to maintain a healthy weight while at UMBC. The second-most popular goal was to eat a healthy diet, which was selected by a total of 26 students and comprised 65 percent of responses. The third most popular goal was to get more sleep. Sixty-three percent of respondents selected this goal, which was a total of 25 students. Finally, 21 students stated that they would like to learn techniques to manage stress, which comprised 53 percent of responses. A total of four students selected “other” and listed the following answers:

· “Time management”

· “Communication skills”

· “More exercise”

· “Working out”

Question 6: I would feel more motivated to set and pursue my own health and wellness goals if I knew that friends and/or my floor community would support me.

Figure 13: Impact of Peer Support on Pursuit of Personal Health Goals

The majority of students stated that they would feel more motivated to set and pursue their own health and wellness goals if they knew they had peer support. Specifically, 17 students (43 percent) agreed with the statement, 16 students (40 percent) strongly agreed, 7 disagreed, and 0 students strongly disagreed.

Question 7: Imagine that UMBC had a living learning community dedicated to health and wellness. I would be interested in living in this living-learning community for the following reasons:

· I am passionate about health and wellness and would like to live with other students who share this passion.

· I would feel more motivated to pursue my own health and wellness goals if I lived on a floor where others were doing the same thing.

· I would like to gain knowledge about contemporary health issues.

· I would like to gain knowledge about careers in the health field.

· I am not interested in a health and wellness themed living learning community.

Figure 14: Interest in a Health and Wellness Living-Learning Community

Students could select more than one answer to this question. The vast majority of students, a total of 24 students (60 percent), stated that they would be interested in a health and wellness living-learning community because they would feel more motivated to pursue their own health and wellness goals if they were surrounded by peers doing the same thing. Ten students (25 percent) were interested in gaining knowledge about careers in the health field, and nine students (23 percent) were interested in gaining knowledge of contemporary health issues. Five students (13 percent) were interested in the floor because they wanted to live with other students who shared a passion for health and wellness. Twelve students (30 percent) were not interested in a health and wellness living learning community.

Question 8: Have you attended any RA programs this semester that focused on topics related to health and wellness?

Thirty-five students (88 percent) reported that they had not attended health and wellness programs. Five students (13 percent) reported that they had attended programs related to this topic.

Question 9 (optional): If you answered yes to the previous question, please list the programs you attended. Program topics might include healthy eating, exercise, stress management, sexual health, and healthy relationships.

Responses included the following:

· “Breast cancer awareness month”

· “Tai chi”

· “The one about UHS and UCS”

· “Never Leave Your Drink Unattended. There was a table set up with many brochures relating to UHS and UCS.”

· “The topic was alcohol awareness and taking care of yourself when you are at a social event to make sure you do not get harmed.”

Question 10 (optional): What additional health-related programs would you like your residence hall to offer? What sort of health-related information would be helpful to you?

Responses included the following:

· “Stress and time management tips”

· “How to find healthy food options on campus and how to cook healthy and inexpensive meals.”

· “Maybe if nutritionists or dieticians came to give talks about eating trends and myths.”

· “It would be nice to see what foods we perceive to be healthier than they actually are (like PopTarts or Ramen, etc.) and alternatives that won't break our budget. Also, how much of each food group should we try to eat per day.”

· “An event about eating healthy while living on campus.”

Question 11: The fact that UMBC is considered an honors university causes me to feel extra pressure to do well in my classes.

Figure 15: Effect of Honors University Status on Student Stress

Most students determined that UMBC’s status as an honors university causes them to feel extra pressure to do well in their classes. A total of 17 students (43 percent) agreed with the statement, and 6 students (15 percent) strongly agreed with it. Thirteen students (33 percent) disagreed with the statement, and 4 students (10 percent) strongly disagreed with it.

Question 12: I feel that the university effectively encourages students to balance their academics with their personal life to promote student health. This could occur through events and programs sponsored by departments such as University Health Services and University Counseling Services.

Figure 16: Effectiveness of Health Promotion at UMBC

A total of twenty respondents (50 percent) agreed that the university effectively encourages students to balance their academics with their personal life to promote health among the campus community. Two respondents (5 percent) strongly agreed with the statement, 12 (30 percent) disagreed, and 6 respondents (15 percent) strongly disagreed.

Question 13: How do you prefer to reduce stress?

Figure 17: Student Stress Reduction Methods

Participants could select more than one answer to this question. The majority (31 students, or 78 percent) prefer to spend time with friends to reduce their stress. Twenty-four students (60 percent) enjoy listening to music, 20 students (50 percent) exercise, and 17 students (43 percent) make a to-do list or use a planner to stay organized. Eight students (20 percent) prefer to play video games, four students (10 percent) keep a journal, and 3 students (8 percent) meditate to reduce stress. Responses to “other” included the following:

· “Art”

· “Sleep”

· “Watching movies”

· “Go home and chill with my pets”

· “Reward myself after working/don’t work after a certain hour”

Question 14: I have formed friendships with people living on my floor.

Figure 18: Friendships formed in non-LLC Housing

A total of 19 respondents (48 percent) agreed that they had formed friendships with their floor-mates. Nine respondents (23 percent) strongly agreed, 5 respondents (13 percent) disagreed, and 7 respondents (18 percent) strongly disagreed.

Question 15: Knowing that I have friends on my floor that I can talk to if I have a problem helps me feel less stressed.

Figure 19: Peer Relationships and Stress Reduction

Twenty-one participants (53 percent) agreed that having friends on their residence hall floors helps them feel less stressed. Seven participants (18 percent) strongly agreed, 2 participants (5 percent) disagreed, and 10 participants (25 percent) selected “not applicable.” No participants selected “strongly disagree.”

Question 16: The friendships I have made with people on my floor make me feel like I belong within the larger UMBC community.

Figure 20: Peer Relationships and Sense of Belonging

Nineteen respondents (48 percent) agreed that friendships with people that live on their residence hall floors contribute to a greater sense of belonging within the university community. Seven respondents (18 percent) strongly agreed, 2 respondents (5 percent) disagreed, 2 respondents (5 percent) strongly disagreed, and 10 students (25 percent) selected “not applicable.”

Secondary Research Results

National College Health Assessment

The National College Health Assessment (NCHA), created and administered by the American College Health Association, collects information regarding general student health, disease and injury prevention, the impact of student health on academic performance, relationship violence, safety, substance use and abuse, sexual behavior, nutrition, exercise, mental health, and sleep to determine health trends on college campuses. The survey creates a very clear picture of the health of UMBC students and highlights areas of student health which should be addressed by the university in terms of health-related programming by University Health Services and within and by Residential Life.

According to 2011 NCHA data for UMBC, 57.8 percent of students reported that their health was “very good” OR “excellent” (ACHA, p. 3). However, students reported that illness adversely affected their academic performance and caused them to receive lower grades on exams or final grades in their courses, to drop courses or receive a grade of “incomplete,” or experience a “significant disruption” in coursework (2011, p. 5). The three most significant factors reported to affect academic success were stress, sleep difficulties, and anxiety.

A calculated 30.5 percent of students stated that stress impeded their academic success. The NCHA asked students to rate their level of stress over the last 12 months prior to taking the survey. The majority of respondents (40.9 percent) stated that their stress level was “average” (ACHA, 2011, p. 16). However, 39.5 percent of survey participants stated that their stress level was “more than average” (p. 16).

An estimated 20.9 percent of participants reported that “sleep difficulties” hindered their academic success. In fact, only 9.8 percent of surveyed students stated that they got enough sleep for 6 out of 7 days of the week prior to data collection (ACHA, 2011, p. 16). The majority of surveyed students (47.7 percent) reported that they got enough sleep for 3-5 days out of the week prior to data collection.

Finally, 20.7 percent of respondents stated that anxiety influenced their school performance (ACHA, 2011, p. 3). A calculated 50.6 percent of survey participants “felt overwhelming anxiety” at some point during the 12-month period prior to data collection (p. 14). In contrast, 14.9 percent of survey participants reported that they did not feel overwhelming anxiety in the 12-month period preceding administration of the survey.

The final question of the survey asks students what aspects of college life were “traumatic or difficult to handle” (2011, p. 15). The three highest reported factors were academics (49.2 percent), finances (36.6 percent), and family problems (32.0 percent).

Clearly, academics are a focus at UMBC and are a significant stressor for students. UMBC should continue to emphasize the importance of sleep and of stress management through health education programs.

Best Practices of Health and Wellness LLCs at other Universities

The University of Connecticut

The University of Connecticut currently has a Public Health House. Program components include weekly participation in health education programs in urban communities, a weekly seminar open to all residents of the community, and opportunities to learn about the fields of public health and public policy. This program is open to undergraduate students of all majors; however, students must apply to live there.

The Public Health House requires first-year students new to the floor to take three courses: Urban Health & Programming, Public Health Community Service Experience, and Seminar in Academic Writing with a Service Theme. Urban Health & Programming introduces students to campus resources that promote academic and career success, and also provides instruction for public health community service. Public Health Community Service Experience requires students to complete 40 hours of community service over the course of the semester and teaches students skills they need to serve the urban community. The Seminar in Academic Writing with a Service Theme fulfills a general education requirement. Furthermore, students returning to the floor must enroll in a Public Health & Engagement Seminar, which allows students to reflect upon their service-learning experience with faculty from several disciplines (2012).

The University of Denver

The University of Denver houses a Wellness Living Learning Community (LLC). Activities include fall and spring retreats in the mountains with challenge course, campfires, and hiking; a raw food demonstration and meal prepared by a local chef; yoga workshops; and guest speaker events on mindful eating, the body-mind connection, spirituality, and community building. Students are required to attend 1-2 formal events every 2-3 weeks, and must take three 2-credit courses during their first year on the floor: Introduction to Wellness, Spiritual and Emotional Wellness, and Community and Social Wellness (2012).

The Introduction to Wellness course provides “a foundation in the theory of wellness” and allows students to get to know each other and understand how personal wellness applies to each member in the community. In the Spiritual and Emotional Wellness course, students attend a religious or spiritual meeting or practice different from their own, and consequently reflect upon their experiences with the floor community with regard to religious and spiritual stereotypes. The Community and Social Wellness course allows students to “examine issues of race, class, and gender” as they apply to wellness (University of Denver, 2012).

Jensen’s “Factors Influencing Student Retention in Higher Education”

As evidenced by the title, Umi Jensen’s report identifies some of the major factors which affect student retention and persistence to graduation in higher education. Jensen references Tinto, the theorist who developed the theory that “persistence occurs when a student successfully integrates into the institution academically and socially” (Jensen, 2011, p. 1). Academic integration incorporates factors such as academic performance in individual classes, grade point average, and diligence to maintain strong grades (p. 2). Social integration includes membership in student groups, support from faculty and staff, a “sense of belonging” to the university, and a feeling of “mattering” or a “sense of importance” (p. 2). Thus, in order to increase the likelihood of students remaining at a university and persisting to graduation, opportunities must be made available for students to feel supported academically and socially through programs such as academic advising, tutorial resources, peer and faculty mentoring, student organizations, and other social activities.

Blimling: “The Resident Assistant”

Gregory Blimling created a textbook to introduce new resident assistants to their position as university paraprofessionals. The book includes topics such as the following: roles and responsibilities of resident assistants, the influence of residence halls on students, the growth and development of college students, adjustment issues in college, and community development. Blimling’s text provides information regarding the importance of the student peer group upon student well-being.

According to Blimling, “the single most important developmental influence on values, career aspirations, and overall adjustments is a student’s peer group” (2010, p. 154). Residence halls are an ideal place for peer groups to form because students live in close proximity to each other and have many chances to interact. Friendships are also formed on the basis of similarity of values. Blimling also states that the “frequency of shared interactions and of common experiences helps maintain these friendships” (p. 154).

The formation of peer relationships is essential to for students to alleviate stress related to transitioning to college, homesickness, and coursework. Social support acts as a protective factor against chronic stress, burnout, depression, and suicide. For first-year students and transfer students, adjusting to the new environment can produce anxiety and stress (Blimling, 2010, p. 168). Each student reacts differently to stress. Some decide to consume excessive amounts of alcohol to avoid their stress or engage in other “disruptive behavior” (p. 169). However, many students choose to reduce their stress via healthy coping mechanisms such as spending time with friends. Peer networks truly play an important role in student wellness, which, in turn, affects students’ overall college experience. If the experience is a positive one, students are more likely to perform well academically and persist to graduation.

Discussion

The primary and secondary research indicates both the success of living-learning communities in promoting peer relationship formation and sense of belonging to the campus community as well as the importance of peer support in attaining personal health and wellness goals. Research will be further discussed to determine whether a health and wellness living-learning community is both feasible and necessary at UMBC.

Student Surveys

The majority of the respondents to the living-learning community (LLC) experience survey were first-year students who had lived on campus for approximately one semester. Additionally, most respondents stated that they chose to live on a living-learning community floor because they wanted to live among people that shared an interest of theirs. Since 72 percent of respondents chose to live in a particular community because they wanted to be surrounded by students who shared their interest, it may be concluded that sharing a common interest establishes a basis for peer relationship formation. Furthermore, as stated in Figure 2, 93 percent of respondents who chose to re-apply to live on a living-learning community floor did so because they enjoyed the sense of community that their LLC provided. As stated by the survey, feeling a sense of community contributes to retention because it was the reason the majority of students returning to their LLC re-applied.

According to Figure 3, a total of 40 respondents or 56 percent agreed or strongly that they had made new friends as a result of living on an LLC, suggesting that LLCs contribute to peer relationship formation. Additionally, as visible in Figure 4, approximately 40 percent of students stated that they formed relationships with staff or faculty members as a direct result of living on an LLC, demonstrating that living-learning communities play a role in student-staff and student-faculty relationship development.

An overwhelming majority of students stated that living on an LLC has caused them to feel a sense of belonging within the UMBC community as stated in Figure 5. Specifically, a total of 42 students, approximately 59 percent, agreed or strongly agreed that LLC participation contributed to their sense of belonging. Furthermore, as displayed by Figure 6, 59 percent of students (42 students total) agreed or strongly agreed that LLC participation has increased their self-confidence. In addition to general self-confidence, Figure 7 demonstrates that approximately 62 percent of students agree or strongly agree that living on an LLC floor increased their confidence in their academic ability.

Aside from the evident effects of LLC participation upon sense of belonging, self-confidence, and confidence in academic ability, students also reported that LLC participation increased their ability to think critically and analyze problems. A calculated 48 percent of students agreed or strongly agreed that living on an LLC improved their analytical and critical thinking skills as shown in Figure 8. The survey results also suggest that LLC participation encourages students to partake in extracurricular activities such as undergraduate research and service-learning. As demonstrated in Figure 9, Forty-three percent of respondents stated that living on an LLC floor has encouraged them to engage in undergraduate research, faculty-mentored research, or service-learning. Thus, living-learning communities appear to play a role in the development of critical thinking skills as well as likelihood of participating in service-learning or research in the undergraduate years.

In addition to sense of belonging, improved skills, and extracurricular experiences, 63 percent of respondents reported that living on an LLC positively affected their quality of life as a UMBC student as displayed in Figure 10. It may be concluded that factors such as feeling a sense of belonging within a community, feeling confident in oneself, and having the opportunity to participate in activities outside of academics can enhance student quality of life. Furthermore, of the 28 percent of survey respondents who reported that they had considered transferring to another institution, 15 percent stated that their experience of living on an LLC contributed to their decision to remain at UMBC, suggesting that LLCs directly affect student retention rates.

Most respondents to the health and wellness survey were first-year students who had lived on campus for one semester. A total of 21 undergraduate majors were represented in the survey, thus demonstrating that health and wellness is an issue which concerns a variety of students and is not necessarily related to students’ chosen course of study.

Though a variety of health issues concern UMBC students, the most popular issues were getting enough sleep (93 percent), exercising (80 percent), managing stress (78 percent) and eating nutritious foods (70 percent) as presented in Figure 11. Furthermore, although question 5—which asked students about their personal health and wellness goals they would like to pursue while attending UMBC—was optional, Figure 12 indicates that 28 students reported that they would like to maintain a healthy weight, 26 students reported that they would like to eat a balanced diet, 25 students reported that they would like to get more sleep, and 21 students reported that they would like to learn techniques to manage stress. Despite the fact that students were not required to report their health and wellness goals, approximately 70 percent of students who took the survey chose to disclose their goals, suggesting that living a healthy lifestyle while in college is important to UMBC students.

Survey data suggests that peer support plays an integral role in the pursuit of health and wellness goals. Approximately 83 percent of students agreed or strongly agreed that they would be more likely to pursue these goals if they knew they had support from their peers as exhibited in Figure 13. Furthermore, when asked if they would be interested in a health- and wellness-themed living-learning community and for what specific reasons they would be interested, 60 percent of respondents stated that they would like to live on such an LLC because they would feel more motivated to pursue their own health and wellness goals if they were surrounded by peers doing so as well. Twenty-five percent responded that they would like to live on the floor because they were interested in gaining knowledge about careers in the health field, and 23 percent were interested in gaining knowledge of contemporary health issues. Clearly, peer support in the attainment of health and wellness goals was the primary motivator for interest in a health- and wellness-themed community.

Though the majority of survey participants had not attended resident assistant programs related to health and wellness topics, they had several suggestions for programs they would like to see, including stress management and healthy eating. It is unclear why students did not attend health and wellness programs. Further research would need to be conducted to determine the number and variety of health and wellness programs offered within residence halls at UMBC.

College students experience stress for a variety of reasons. According to Figure 15, 57.5 percent of students feel extra pressure to do well in their classes simply because UMBC is known as an “honors university.” However, as indicated in Figure 16, 50 percent of students believe that the university effectively encourages students to balance their academics with their personal life to promote student health via educational programs administered by departments such as University Counseling Services and University Health Services.

Although UMBC actively promotes health and wellness, students have their own preferred methods of releasing stress. Seventy-eight percent of survey participants spend time with their friends to reduce stress, as presented in Figure 17. Sixty percent listen to music to reduce stress, and 50 percent exercise for the same reason. It is important to note that the majority of survey respondents prefer to release stress by spending time with their peers, which could indicate that peer relationships contribute to student retention because they reduce stress, thus improving student well-being and quality of life while in college.

As displayed in Figure 18, 48 percent of students reported that they had formed friendships with people living on their residence hall floor. Additionally, 70 percent of survey respondents reported that knowing that they have friends on their residence hall floor to talk to if they have a problem reduces their stress, as portrayed in Figure 19. Finally, according to Figure 20, 65 percent of survey respondents stated that the friendships they have formed with their floor-mates makes them feel like they belong within the UMBC community. The fact that peer relationships formed on residence hall floors help to reduce student stress, increase student sense of belonging, and increase likelihood of students adopting healthy practices imply a need for a health and wellness-themed living-learning community which would create opportunities for students to form relationships and support each other in developing healthy habits.

National College Health Assessment

Although 57.8 percent of UMBC students reported that their health was “very good” OR “excellent” in 2011, a significant percentage reported that illness adversely affected their academic performance and caused them to receive lower grades on exams or final grades in their courses, to drop courses or receive a grade of “incomplete,” or experience a “significant disruption” in coursework (ACHA, 2011, p. 3-5). The three most significant factors affecting academic success were stress, sleep difficulties, and anxiety.

Approximately 31 percent of students stated that stress impeded their academic success. An estimated 20.9 percent of participants reported that “sleep difficulties” hindered their academic success (ACHA, 2011, p. 3). Finally, 20.7 percent of respondents stated that anxiety influenced their school performance (p. 3).

Clearly, the university should continue to educate students about stress management and the importance of getting enough sleep and promote on-campus health resources. However, based on survey results, it may prove more effective to allow a group of students interested in pursuing personal wellness goals to live together and encourage each other in their efforts than simply providing educational programs.

Best Practices of Health and Wellness LLCs at other Universities

Health- and wellness-themed living learning communities incorporate a variety of educational components and social activities for their participants. For example, the University of Connecticut’s Public Health House focuses on the health of urban communities. Students participate in weekly public health-related service-learning and a weekly seminar course during the first semester on the floor. Participants must take two other courses, though they support students in their service-learning by providing information about successful teaching methods.

In contrast to the Public Health House, the University of Denver offers a Wellness Living Learning Community (LLC) which focuses on healthy practices as well as academic opportunities related to health. Social activities include healthy cooking demonstrations, off-campus hikes, group fitness workshops; and guest speaker events about various wellness topics. Students must attend a certain number formal events each semester, and must take three 2-credit wellness-related courses during their first year on the floor (2012).

Both of these living-learning community programs address two separate areas: health issues and personal wellness. An ideal living-learning community program at UMBC would incorporate aspects of population health and personal wellness so that students could understand health issues and professions in the health field as well as have the opportunity to develop their own healthy lifestyle practices.

Jensen’s “Factors Influencing Student Retention in Higher Education”

Jensen states that students are more likely to be motivated to obtain strong grades and persist at the university until graduation when they are integrated into the university community both academically and socially. Academic integration includes academic support and performance. Social integration comprises relationships with peers and faculty, affinity with campus student organizations, and a sense of belonging within the university community (Jensen, 2011, p. 2). To encourage students to persist to graduation, universities should provide opportunities for academic and social integration to occur. Living-learning communities foster academic and social integration through programs such as specialized academic advising, peer mentoring opportunities, social activities, and service-learning.

Blimling: “The Resident Assistant”

Blimling emphasizes the significance of the student peer group upon overall student wellness. Blimling states that a student’s peer group is “the single most important developmental influence on “values, career aspirations, and overall adjustments (2010, p. 154). Support from peers helps students to manage stress and acts as a protective factor against health problems which can develop from unresolved chronic stress. Because peer relationships help relieve stress, and students are more likely to adopt healthy practices if they are supported by their peers, a health and wellness living-learning program would likely inspire students to live a healthy lifestyle on campus by providing a community of individuals who would support each other in doing so.

Recommendation and Conclusion

The primary and secondary research provides a comprehensive assessment of the effectiveness of living-learning communities upon student experience and likelihood to persist to graduation, the significance of peer groups upon student well-being, and of the importance of health and wellness to UMBC students to determine the viability and practicality of a health and wellness living-learning community on campus.

UMBC currently makes various efforts to promote health and wellness among faculty, staff, and students; however, peer groups are extremely influential upon student habits and should be incorporated into health and wellness programming so that the concepts of health and wellness have a more prominent presence within the campus culture.

Student survey data indicates that living-learning programs foster a sense of community among participants via the formation of peer relationships which, in turn, promote a sense of belonging within the university community. Furthermore, students reported that relationships with peers help to decrease stress and thus enhance their quality of life as university students.

Furthermore, survey data and secondary research findings suggest that living-learning communities promote students’ confidence in their academic success, which then contributes to students’ academic integration into the university. If students are more confident in their academic abilities, they are more do well in their coursework throughout their undergraduate years and persist to graduation.

Student survey data also expresses that health is important to students regardless of their academic major. National College Health Assessment data reported various health concerns of students, including anxiety, lack of sleep, and stress. Some students shared ideas for health-related resident assistant program topics. Various students reported that they would like to live a healthy lifestyle while at UMBC, and stated that they would be more likely to develop healthy practices and set and pursue health and wellness goals if they knew they had peer support. Moreover, students expressed interest in a potential health and wellness living-learning community mainly because they would feel more motivated to pursue those goals if they were living among other students doing the same thing and felt supported by those students.

A health and wellness living-learning community is a viable solution to the issue of campus wellness because it would encourage both academic integration and social integration, which affect overall student satisfaction with the college experience. Such a community would provide an environment conducive to balancing academic success with well-being, and the opportunity for students to support each other in developing healthy lifestyle practices in college which students can carry with them for the rest of their lives.

References

American College Health Association (2011). National college health assessment II: University of Maryland, Baltimore County Executive Summary.

Blimling, G. (2010). The resident assistant. Dubuque, IA: Kendall Hunt Publishing.

Brower, Aaron M., and Karen K. Inkelas. "Living-Learning Programs: One High-Impact Educational Practice We Now Know a Lot About." Liberal Education 96.2 (2010): n. pag. Association of American Colleges and Universities. Web. 02 Nov. 2012. .

Jensen, U. (2011). Factors influencing student retention in higher education. Retrieved from

http://www.ksbe.edu/spi/PDFS/Retention_Brief.pdf

University of Connecticut (2012). Public health house. Retrieved from http://lc.uconn.edu/communities/publichealth/

University of Denver (2012). Living and learning communities: Wellness. Retrieved from http://www.du.edu/livinglearning/wellness/

Appendix A: The Living Learning Community Experience

This survey has been adapted from a Google Drive form to a Microsoft Word document.

16

The purpose of this survey is to discover the impact of living-learning communities upon students' quality of life. The information used in this survey will be used in an analytical report for ENGL 393: Technical Writing. All responses will remain anonymous and will not be used for any other purpose. Thank you so much for your participation.

1.

2. What is your year in school?

a. Freshman

b. Sophomore

c. Junior

d. Senior

e. Graduate Student

3. How many semesters have you lived on a living-learning community floor? Please include the current semester in your total: ____________________

4. Why did you choose to apply to the LLC?

□ The LLC was related to my major, minor, or scholarship program.

□ I wanted to live with people who shared an interest of mine.

□ The social activities provided by the LLC sounded interesting or fun.

□ I was interested in the academic advising opportunities provided by the LLC.

□ I was interested in the professional development opportunities offered by the LLC.

□ A friend recommended it to me.

□ Other: ________________________________________________________________

5. Optional: If you have lived on a living-learning community floor for more than 2 semesters (1 year), why did you choose to re-apply?

□ I enjoyed the sense of community that my LLC offered.

□ I wanted to act as a mentor for students new to the floor.

□ I liked the academic advising opportunities offered by the LLC.

□ I liked the professional development opportunities offered by the LLC.

□ I enjoyed the social activities that were planned specifically for my LLC.

□ Other: ________________________________________________________________

6. I have made new friends as a result of living on an LLC.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

7. I have formed a relationship with one or more staff or faculty members that I might not have formed if I did not choose to live in this community.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

8. Living on an LLC has made me feel a sense of belonging to the UMBC community and/or that I am an important member of the UMBC community.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

9. Living on an LLC has increased my confidence in myself.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

10. Living on an LLC has increased my confidence in my ability to succeed in college.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

11. My analytical and critical thinking skills have improved as a result of living on an LLC.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

12. Living on an LLC has encouraged me to participate in activities such as undergraduate research, faculty-mentored research, and service-learning.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

13. Living on an LLC has positively affected my quality of life as a student at UMBC.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

14. Optional: Explain your response to the previous question.

_______________________________________

______________________________________

_____________________________________________________________________________________________________________________

15. Did you ever consider transferring from UMBC to another institution?

a. Yes

b. No

16. Optional: OPTIONAL: If you answered "yes" to the previous question, did your experience of living on an LLC contribute to your decision to remain at UMBC?

a. Yes

b. No

Appendix B: Health and Wellness at UMBC

This survey has been adapted from a Google Drive form to a Microsoft Word document.

The purpose of this survey is to discover student perceptions of health issues on campus. The information used in this survey will be used in an analytical report for ENGL 393: Technical Writing. All responses will remain anonymous and will not be used for any other purpose. Thank you so much for your participation.

1.

2. What is your year in school?

a. Freshman

b. Sophomore

c. Junior

d. Senior

3. How many semesters have you lived on campus? Please include the current semester in your total: ________________________________

4. What is your major? If you have not chosen a major, write "undecided." ________________________________

5. As a college student, what health issues are important to you?

□ Nutrition

□ Exercise

□ Stress Management

□ Sleep

□ Healthy Relationships

□ Mental Health

□ Alcohol, tobacco, or other drug use

□ Other: __________________________

6. Optional: What personal health and wellness goals would you like to achieve while attending UMBC?

□ Maintaining a healthy weight

□ Eating a healthy diet

□ Learning techniques to manage stress

□ Getting more sleep

□ Other: ________________________________________________________________

7. I would feel more motivated to set and pursue my own health and wellness goals if I knew that friends and/or my floor community would support me.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

8. Imagine that UMBC had a living learning community dedicated to health and wellness. I would be interested in living in this living-learning community for the following reasons:

□ I am passionate about health and wellness and would like to live with other students who share this passion.

□ I would feel more motivated to pursue my own health and wellness goals if I lived on a floor where others were doing the same thing.

□ I would like to gain knowledge about contemporary health issues.

□ I would like to gain knowledge about careers in the health field.

□ I am not interested in a health and wellness themed living learning community.

□ Other: ________________________________________________________________

9. Have you attended one or more RA programs this semester that focused on topics related to health and wellness?

a. Yes

b. No

10. If you answered “yes” to the previous question: Please list the programs you attended. Program topics might include healthy eating, exercise, stress management, sexual health, and healthy relationships. ________________________________________________________________

11. Optional: What additional health-related programs would you like your residence hall to offer? What sort of health-related information would be helpful to you?

12. The fact that UMBC is considered an honors university causes me to feel extra pressure to do well in my classes.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

13. I feel that the university effectively encourages students to balance their academics with their personal life to promote student health. This could occur through events and programs sponsored by departments such as University Health Services and University Counseling Services.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

14. How do you prefer to reduce stress?

□ Spend time with friends

□ Listen to music

□ Exercise

□ Meditate

□ Keep a journal

□ Play video games

□ Make a to-do list or use a planner to stay organized

□ Other: ________________________________________________________________

15. I have formed friendships with people living on my floor.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

16. Knowing that I have friends on my floor that I can talk to if I have a problem helps me feel less stressed.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

17. The friendships I have made with people on my floor make me feel like I belong within the larger UMBC community.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

Appendix C: Outline for Establishment of a Living-Learning Community

Outlined below is a basic overview of what is needed to establish and maintain a LLC at UMBC. Each LLC is different so this serves only as a template to guide decision making. Each LLC will vary in both curriculum development as well as staffing.

Coordinator(s)

Typically there is one person assigned as coordinator for the program. However, some programs have divided the administrative and the program/curriculum development work between 2 or more people. The coordinators in most programs have been faculty members with the aid of the administrative personnel; however, there have been non-faculty assigned to the coordinator task as well as graduate student utilized for support. It is critical that there is some faculty involvement in the community and that a faculty liaison or coordinator is assigned to work with the program. Also, some LLCs have peer advisors.

Residential Life

There are a variety of staff in Residential Life that work with the LLC program. The administration of the actual LLC curriculum is the role of the coordinator(s).

· Assistant Director for Residential Education : oversight of education component of the LLC program.

· Community Development Coordinator : serves as a resource to Coordinators and coordinates the LLC council.

· Program Manager for Housing Assignments: coordinates housing selection and assignment.

· Community Director: oversees entire building which will include the LLC, will meet with coordinators occasionally.

· Resident Assistant: one student that lives on the floor or wing that is selected in collaboration with the coordinator and aids in programming.

· Director: serves as a resource and has overall leadership for entire residential program .

Administrative Workload – 35 hours a year – High work times are early March and late May

Curriculum Development:

Common Academic Class---This can be either one course that all students take as a cohort, or a common course they all take but are not in the same section. This can be within one core major or cross over majors to provide a rich and diverse experience.

Off-Campus Experiences---This can present itself in a number of different options, but provides for a unique learning experience. It can range in a wide variety of options.

· Civic or Service Components

· Cultural or Educational Presentations or Exhibits (plays, museums, etc.)

· Field Experience

In Community Time with Coordinators—This time should be thought out in advance to ensure that coordinators are present on the floor throughout the year. Examples would include

· Academic Advising Session on the floor

· Class taught within the building (PAT and HBR both have classrooms)

· Social Programs (movie nights, floor dinners, etc.)

· Guest speakers in community

· Discussion groups

· Seminars or forums

Application of learning

· Active and collaborative learning—A major part of the experience is blending academics and their living environment. Creating a group project (service or academic) encourages student s to collaborate and communicate with their peers

· Reflections— reflections allow for student to capture their experiences on paper or online. This will allow them to start to identify growth or their own self-evaluation

Suggested Budget Considerations:

Equipment$1,000

Programming$1,000

Speaker Stipends$1,000

Peers/Grad$6,300

Supplies and Food$1,500

Marketing$500

Appendix D: Expanded Definition of a Living-Learning Community

A living-learning community (LLC) is a dedicated section of a college residence hall which houses students who share a common academic, cultural, or social interest, and is designed to provide learning opportunities outside of the classroom including community service events, lectures from guest speakers, common academic courses, career and professional development workshops, film viewings, and off-campus activities related to the theme of the community. Each community houses approximately fifty students and are most often administered by professionals and faculty members within residential life, academic departments, or student affairs (Brower and Inkelas). These administrative coordinators are usually responsible for the advertising, recruitment, retention, programming, and budgeting of the living-learning community.

In most instances, students must apply to participate in a living-learning community. Students entering college may apply after accepting their offer of admission to the university, and returning students apply during the spring semester. LLCs advertise their programs to current and future students, and often require a paper or online application. Some communities also require an interview with the coordinator. After the interviews are conducted and participants have been selected, the coordinator notifies the interviewees of the final decision.

The University of Maryland, Baltimore County has several different living-learning communities. For example, the Center for Women in Technology (CWIT) living learning community is open to women and “supportive men” pursuing undergraduate degrees in engineering and information technology (“Living Learning Communities”). Participants have the opportunity to attend professional development and career exploration workshops, form study groups, and engage in social events; furthermore, first-year students take a course together. Another living-learning community at UMBC is the Intercultural Living Exchange (ILE), a language immersion program which houses students studying Spanish, French, Korean, and Chinese. International students live in the community as mentors and facilitate social activities highlighting traditions of each represented culture including movie nights, potlucks, and holiday celebrations. Additionally, ILE students attend off-campus events such as cultural festivals, museum exhibitions, and theatrical performances. Finally, the Shriver Living Learning Center (SLLC) seeks to promote civic engagement and a culture of “relationship-building, leadership, and advocacy” on and off-campus by requiring participants to engage in service-learning for a minimum of three to five hours per week (“Living Learning Communities”). During the fall semester, SLLC participants take a one-credit course about civic engagement which brings guest speakers from local non-profit organizations so that students gain a clearer perspective of issues that the Baltimore community faces as well as service work already being done in the area. The course also provides the opportunity for service reflection. Other examples of living-learning communities across the country include these categories: fine and creative arts, honors college, political interest, research, health and wellness, first-year transition, and leisure activities (Brower and Inkelas).

One of the first living-learning communities in the United States was Alexander Meiklejohn’s experimental college, established at the University of Wisconsin-Madison in 1927 (Brown). His goal was to reduce class sizes and to increase communication among students and faculty. He accepted 125 students each year that were “a cross-section of the university student body” (Brown). Students received instruction through the program during their first two years at the university. Meiklejohn used these courses to “experiment” with various instructional techniques designed to develop students’ critical thinking skills and other skills necessary to succeed during the last two years of “regular” classes (Brown). The experimental college program ended in 1932 due to low enrollment and an increasingly negative reputation.

Despite Meiklejohn’s initial failed attempt, living-learning communities have become popular at universities across the country because they have demonstrated various beneficial outcomes for participating students. Table 1 displays results of a study which examines living-learning program “environmental elements” and outcomes associated with these elements.

Source: Brower, Aaron M., and Karen K. Inkelas. "Living-Learning Programs: One High-Impact Educational Practice We Now Know a Lot About." Liberal Education 96.2 (2010): n. pag. Association of American Colleges and Universities. Web. 02 Nov. 2012. .