Living Learning Communities at Miami University
2008-2009
Living Learning
Community
Celebrate the
Arts (CTA)
Student
Population
First-Year &
Upperclass
Mission
This program is for any student who wants to be active
in the visual or performing arts. Each year, students
work with faculty from the School of Fine Arts to
create programs that explore art, creative writing,
music, theatre, architecture and dance.
Objectives:
 Extend their knowledge of the opportunities
available in the visual and performing arts
(Cultural Proficiency)
 Recognize art as a way to explore self in
relation to others (Intrapersonal Development)
 Develop community around visual and
performing arts (Effective Community
Engagement)
 Bridge a gap between School of Fine Arts
majors and students interested in the arts
(Effective Community Engagement)
 Become aware of the educational and
entertainment values of art (Cultural
Proficiency)
 Positively interact with the School of Fine
Arts faculty, staff, and/or visiting artist
(Academic Success)
 Explore visual and performing arts (Academic
Success, Cultural Proficiency)
 Participate in art related activities outside of
Miami University (Effective Community
Engagement)
Course(s)
Offered
THE 191:
Theatre
Appreciation (3
credit hours),
optional – Non
Fine Arts Majors.
Course Description
BOT 131: Plants
Humanity and
Environment (3
credit hours),
optional – Fine
Arts Majors.
Introduction to fundamental concepts in
plant biology, ecology, and scientific
perspective as they relate to issues of
social concern.
Oriented toward development of
awareness as an audience member.
Studies theories and methods of
understanding a theatrical presentation,
through study of dramatic literature,
production traditions, and viewing
productions.
Change:
Emerging
Community
Leaders (ECL)
First-Year
The CHANGE program is for emerging community
leaders who are dedicated to making the world a better
place. This community is for students who are
interested in finding their voices and taking positive
action on Miami’s campus and beyond. Students are
supported by the Office of Community Engagement
and the Harry T. Wilks Leadership Institute.
EDL 306: The
Nature of Group
Leadership (2
credit hours),
optional.
The rich history of leadership will be
explored through this interactive course
designed to help participants develop
their own leadership style. The
reasoning behind specific leadership
styles will be explored as well as the
advantages and disadvantages of these
styles.
CHI 141: Chinese
Community
Cultural Studies
(1 credit hour),
required; (students
pre-enrolled prior
to orientation).
In this course, students will focus on
Chinese culture, the Chinese language,
and current events.
Objectives:

Participants will increasingly see
leadership as a shared responsibility (Effective
Community Engagement)

Participants will increasingly see
themselves as capable and prepared for
leadership (Intrapersonal Development)

Participants will recognize interdependence
amongst members of a group (Intrapersonal
Development)

Participants will recognize their role in
continuously shaping the community
(Effective Community Engagement)
Participants will discover conviction that calls
them to positive action toward making a more
just world (Cultural Proficiency)

Chinese Culture
Community
(CLF)
First Year &
Upperclass
This program is open to students who have a strong
interest in Chinese language and culture. A faculty
member teaches Chinese courses, creates cultural
programming, and informally advises and tutors
students in the program.
Objectives:
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Courses in
Common (CIC)
First-Year
Understand and acknowledge different
cultural social norms (Cultural Proficiency)
Gain awareness of current cultural issues and
politics (Cultural Proficiency)
Build upon language skills on a regular and
reoccurring basis (Cultural Proficiency)
Develop an international perspective of
significant historical cultural events (Cultural
Proficiency)
Participate and be involved in the creation of
Culture Community events throughout the
academic year (Effective Community
Engagement)
Establish co-curricular meaningful
relationships with peers and faculty
(Academic Success)
Designed to combine "living" and "learning," this new
community will allow participants to take 2-3 Miami
Plan courses with one another. Students will live with
peers who are working on the same papers and
studying for the same exams so it will be easy to find
help, form study sessions, and work on group projects.
Objectives:
 Integrate knowledge from various courses
(Academic Success)
 Identify commonalities across various
disciplines (Academic Success)
 Develop an understanding of Liberal
Education (Academic Success)
 Recognize how the Miami Plan can provide
an enhancement of self (Academic Success)
 Take ownership for their learning in and
outside of the classroom (Academic Success)
 Develop skills necessary to work in groups
3 courses based
on participants’
majors (students
pre-enrolled
prior to
orientation).
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Environmental
Awareness
Program (EAP)
First-Year &
Upperclass
(Effective Community Engagement)
Utilize their peers as appropriate academic
resources (Academic Success)
Recognize various perspectives (Academic
Success)
View themselves as a source of knowledge
(Academic Success)
This community is designed for students of any major
interested in living in a residence hall with other
students and staff concerned about environmental
issues. The programming in this community will
support learning on current issues and how society
affects our environment.
ENV/GEO 175:
Environmental
Science Seminar
(1 credit hour),
required; (students
pre-enrolled prior
to orientation).
This course introduces students to
environmental science as a discipline
and as a field of study at Miami. The
team-taught course includes faculty-led
discussions, presentations, and field
work.
FRE 110:
French Corridor
Cultural Studies
(1 credit hour),
required; (students
pre-enrolled prior
This course is like a French salon. It is
taught by French faculty and includes
discussion on French culture, media,
cinema, and current events.
Objectives:
 Gain an understanding of nature and the
natural world (Cultural Proficiency)
 Develop personal responsibility for the
environment (Intrapersonal Development)
 Learn about the opportunities and
requirements surrounding the environmental
co-majors (Academic Success)
 Know about and participate in environmental
opportunities in Oxford and surrounding areas
(Effective Community Engagement)
 Become familiar with career/internship cocurricular opportunities (Academic Success)
French Culture
Community
(FLF)
First-Year &
Upperclass
This program is open to students who have a strong
interest in the language and culture of French and
French-speaking countries. This community offers
cultural activities and the opportunity to interact with
French-speaking faculty and faculty-in-residence.
German Culture
Community
(GLF)
First-Year &
Upperclass
Objectives:
 Understand and acknowledge different
cultural social norms (Cultural Proficiency)
 Gain awareness of current cultural issues and
politics (Cultural Proficiency)
 Build upon language skills on a regular and
reoccurring basis (Cultural Proficiency)
 Develop an international perspective of
significant historical cultural events (Cultural
Proficiency)
 Participate and be involved in the creation of
Culture Community events throughout the
academic year (Effective Community
Engagement)
 Establish co-curricular meaningful
relationships with peers and faculty
(Academic Success)
to orientation).
This community is open to students who have a strong
interest in the German language and culture. The
German Culture Community allows students to learn
about German language and culture while interacting
with faculty members, including faculty-in-residence.
GER 141:
Modern German
Film (1 credit
hour), required;
(students preenrolled prior to
orientation).
Objectives:
 Understand and acknowledge different
cultural social norms (Cultural Proficiency)
 Gain awareness of current cultural issues and
politics (Cultural Proficiency)
 Build upon language skills on a regular and
reoccurring basis (Cultural Proficiency)
 Develop an international perspective of
significant historical cultural events (Cultural
Proficiency)
 Participate and be involved in the creation of
Culture Community events throughout the
Like a window on German culture, this
course will expose students to German
culture and language.
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Health
Enhancement
and Lifestyle
Management
(HELM)
First-Year
academic year (Effective Community
Engagement)
Establish co-curricular meaningful
relationships with peers and faculty
(Academic Success)
This community provides a holistic approach to the
various dimensions of wellness and promotes positive
and balanced lifestyle choices throughout the college
experience. The HELM program incorporates a
wellness philosophy that supports the premise that
students have control over their lives through healthy
and informed decision-making. Placing emphasis on
six dimensions of wellness, (emotional, spiritual,
intellectual, occupational, physical, and social), the
program encourages students to make choices that will
help them lead a more centered and balanced lifestyle.
Objectives:
Mind
 Identify resources on campus that help with
academic and personal success (Academic
Success)
 Research majors and careers related to their
interest (Academic Success)
 Create a personal plan for academic success
(Academic Success)
 Discover co-curricular activities and learning
outside of the classroom (Academic Success)
Body
 Develop a broader perspective on physical
wellness
 Learn how exercise diet, and lifestyle affect
healthy living
Spirit
 Determine balance between personal wants
KNH 116:
Personal
Wellness (1 credit
hour), optional;
KNH 242:
Personal Health
(3 credit hours),
optional
KNH 116: Supports the six dimensions
of wellness: emotional, spiritual, social,
physical, occupational, and intellectual.
The courses focus on assisting students
in achieving a healthy and balanced
lifestyle.
KNH 242: Variable course content
based upon students’ interest and needs.
Includes such topics as mental health,
marriage and family, mood modifiers,
nutrition, etc.
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
and needs (Intrapersonal Development)
Discover how their identity informs their
values (Intrapersonal Development)
Explore spirituality inside and outside of their
own beliefs (Intrapersonal Development)
(Cultural Proficiency)
Overall
 Deepen their understanding of how mind,
body, and spirit integrate (Intrapersonal
Development)
 Comprehend how wellness impacts society
(Effective Community Engagement)
Honors and
Scholars (HSP)
First-Year and
Upper-Class
(priority given
to students
accepted into
the Honors or
Oxford Scholars
Program)
Students in this community can expect an environment
that challenges and supports students to explore the
three main tenets of the community: scholarship,
leadership, and service. Staff and residents in the hall
promote an atmosphere that allows students to balance
their social and academic life and provide vibrant
student-led programming.
Objectives:
Tier 1:
 Communicate a main idea in a logical way
with supporting evidence (Academic Success)
 Explore an important question about society
or nature (Intrapersonal Development)
 Identify multiple perspectives on an issue
(Academic Success)
 Identify your strengths and areas for
improvement (Intrapersonal Development)
 Interact with others to explore provocative
ideas (Effective Community Engagement)
Tier 2:
 Communicate in written and/or oral formats
using appropriate academic or professional
HON 280T:
Cultural
Enrichment (1
credit hour),
optional.
Students will critically and creatively
reflect on a variety of cultural events
based on scholarship, leadership, and
service.
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tone, structure and data (Academic Success)
Analyze or compare various concepts or
frameworks (e.g., scientific, humanistic,
artistic) (Academic Success)
Articulate your personal, educational and
professional goals (Academic Success)
Discover similarities and differences between
your beliefs and others (Cultural Proficiency)
Operate effectively within a diverse team to
address a problem /issue or to complete a
project (Effective Community Engagement)
Tier 3:
 Produce a project that demonstrates
independent thinking and that is meaningful to
you (Intrapersonal Development)
 Critically evaluate and integrate diverse
knowledge systems (disciplines, fields,
cultures, practices) (Intrapersonal
Development)
 Apply and share ideas in multiple contexts
(Effective Community Engagement)
 Align your actions with your beliefs
(Intrapersonal Development)
 Sustain and enact a commitment to create an
inclusive community inside or outside the
classroom (Cultural Proficiency)
International
Living Learning
Community
(ILLC)
First-Year &
Upperclass
This community seeks to internationalize students; in
and out-of-class experiences by promoting intercultural
connections through programming and course work
options, and providing opportunities for American and
international students to learn from each other.
Objectives:
 Participate in intensive interaction with people
from different cultures (Cultural Proficiency)
ITS 390:
International
Topics in
International
Studies (1 credit
hour), optional.
This course offers discussion of current
international topics such as terrorism,
economic development, and human
rights.

Mallory- Wilson
Pre-Health
Second-Year
Share their culture with community members
(Cultural Proficiency)
 Gain an intercultural awareness and sensitivity
(Cultural Proficiency)
 Take part in immersive U.S experience
including intentional exposure to traditional
U.S culture and language (Cultural
Proficiency)
 Integrate of global awareness, sensitivity, and
perspective into curricular work (Cultural
Proficiency)
 Attend events and activities, in hall, on
campus, and in the surrounding areas
(Effective Community Engagement)
 Learn about Study Aboard opportunities
(Academic Success)
This community specifically designed for second-year
students pursuing careers in medicine, nursing,
physical or occupational therapy, and related
professions in a dynamic, engaging environment.
Students who participate in this community integrate
their academic and residential experiences by living in
the same residence hall and taking similar courses,
Organic Chemistry has been identified as one of the
potential courses. This community works closely with
faculty from the Mallory-Wilson Center for Healthcare
Education as well as other science faculty members.
Objectives:
 Participate in services for students who intend
to go to medical school or work in other
health related professions (Academic Success)
 Interact with physicians in local and
surrounding areas (Academic Success)
 Explore various opportunities in medicine
(Academic Success)
CHM 231:
Organic
Chemistry (3
credit hours),
optional.
Students have the
opportunity to
enroll in Organic
Chemistry
together
One-semester course covering organic
structures and reactions with simple
examples from living systems.
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Mosaic (MOS)
First-Year and
Upperclass
Become familiar with career/internship cocurricular opportunities in healthcare
(Academic Success)
Participate in opportunities with health care
professionals (Academic Success)
Utilize their peers as appropriate academic
resources through common course enrollment
(Academic Success)
Contribute to a supportive and studious
environment (Academic Success)
The goal of this community is to explore individuality
and cultural identity while creating a living
environment that is intellectually and socially rich.
This program is committed to excellence in academics,
a broad-based liberal arts education, and being open to
all cultural and social perspectives.
 Explore the multiple dimensions of their own
identities (Intrapersonal Development)

Explain how their identity informs their values
and beliefs (Intrapersonal Development)

Articulate their understanding of justice and
injustice in society (Cultural Proficiency)

Examine the impact that diversity has on
local, regional, national, and global current
events (Cultural Proficiency)

Contribute to a safe and supportive
community (Effective Community
Engagement)

Engage in positive cross-cultural
communication (Cultural Proficiency)
IDS 151: Mosaic
Seminar (1 credit
hour), required.
This course will work towards
improving the environment at Miami
University by educating men and
women for responsible, informed
citizenship and meaningful employment.

Red Hawk
Traditions
(RHT)
First-Year &
Upper-Class
Understand different levels of acceptance of
diversity and the complexities of multiple
diversities (Cultural Proficiency)
Red Hawk Traditions provides first-year students an
opportunity to show their school spirit and learn about
Miami's rich history of traditions. Participants will be
encouraged to participate in intramural sports, attend
athletic events with fellow community members, and
even create new Miami traditions.
Objectives:
History
 To learn about the Miami Tribe and the
history behind its connection with Miami
University in addition to what role the tribe
plays in today’s university environment
(Cultural Proficiency)
 To learn about the key constituents in the
creation of the institution and their vision for
the university (Effective Community
Engagement)
 To learn about significant achievements of
Miami University alumni (Intrapersonal
Development)
 To learn about the student experience over the
years (Civil War, World War I and II, the
Depression (Cultural Proficiency)
 To learn the history behind the names of
buildings, people, and significant events
(Effective Community Engagement)
Athletics
 To gain an appreciation for sportsmanship,
conduct, and attitude as a player and a student
N/A
(Intrapersonal Development)
To gain an increased awareness of what it
means as well as learning strategies on how to
become a better team player (Effective
Community Engagement)
 To learn about the Mid-American Conference
and the Central Collegiate Hockey
Association including the participating
schools, sports team, history, and rivalries
(Effective Community Engagement)
 To learn about the different components of the
athletic profession including business,
training, coaching, and participation on a team
(Academic Success)
 To learn skills and gain knowledge in how to
seek out participation in non-traditional
athletic endeavors (Redhawk Games,
Intramurals, other things offer by Recreation
Sports) (Effective Community Engagement)
 To learn more about the history of athletics,
specifically Title IX and how that affected
collegiate athletics (Cultural Proficiency)
Tradition
 To gain an understanding of the established
large scale events at the university including
Homecoming, Family Weekend, Reunion
Weekend, and Convocation (Effective
Community Engagement)
 To learn about the tradition of alumni
involvement after graduation (Effective
Community Engagement)
 To learn about the cultural artifacts (rituals,
symbols, and events) surrounding the
university (Cultural Proficiency)
 To learn about the Greek organizations which
are a part of the institution, especially those

that were founded at Miami University
(Cultural Proficiency)
Scholastic
Enhancement
Program
Undergraduate
Research Option
(SEP)
First-Year (only
those admitted
into the
Scholastic
Enhancement
Program)
This focused community offers students the
opportunity to live together and connect with other SEP
students while addressing issues related to high
standards of academic achievement, retention and
leadership through undergraduate research with a
faculty mentor.
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To provide early contact with faculty, staff,
and successful upper class students to build
academic and social mentoring relationships
that will serve as personal and academic
support for first year students as they
transition to Miami University (Academic
Success)
To provide for efficient and effective
coordination of workshops that will increase
students' knowledge of research (Academic
Success)
To engage first year students in faculty
research early in their academic careers within
a postsecondary setting (or higher education).
To enable students to become involved in
research opportunities early, in order to
increase their participation in other research
activities at the University in the future
(Academic Success)
To enable students to interact, network,
socialize, and collaborate together (Effective
Community Engagement)
To provide leadership opportunities for first
year students (Effective Community
Engagement)
HON 280U:
Undergraduate
Research Option,
required.
This course will enhance students'
knowledge of the research process as
well as to promote learning, high
achievement, and social adjustment to
Miami University.
Spanish Cultural
Community
(SLF)
First-Year and
Upper-Class
This living learning community will focus on Hispanic
culture and heritage, the Spanish Language, and related
programs. A Spanish-speaking faculty-in-residence
lives in the residence hall.
SPN 110: Intro.
To Hispanic
Culture (1 credit);
required.
Objectives:
 Understand and acknowledge different
cultural social norms (Cultural Proficiency)
 Gain awareness of current cultural issues and
politics (Cultural Proficiency)
 Build upon language skills on a regular and
reoccurring basis (Cultural Proficiency)
 Develop an international perspective of
significant historical cultural events (Cultural
Proficiency)
 Participate and be involved in the creation of
Culture Community events throughout the
academic year (Effective Community
Engagement)
 Establish co-curricular meaningful
relationships with peers and faculty
(Academic Success)
Student Created
Programming
(SCP)
First-Year &
Upper-Class
This community’s residence halls are different from
other Living Learning Communities in that they do not
start the year with a specific theme. The staff, in
cooperation with residents, develops a unique vision of
programming for each hall. Staff and students in these
halls may develop their own themes based on residents’
interests or may simply explore those interests through
various programs throughout the year.
Objectives:
 Identify meaningful events, occurrences, and
N/A
In this course, students will focus on
Hispanic culture, the Spanish language,
and current events.

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Sorority
Upper-class
activities in their lives (Intrapersonal
Development)
Utilize academic and social resources
available at the University (Academic
Success)
Develop skills necessary to work in groups
(Effective Community Engagement)
Interpret knowledge about the world and
community (Cultural Proficiency)
Define the their residential experience
(Effective Community Engagement)
Recognize various perspectives (Academic
Success)
Categorize wants versus needs (Intrapersonal
Development)
Brainstorm a task, implement a plan, and see
it though completion (Effective Community
Engagement)
Engage with peers on personal issues of
importance (Effective Community
Engagement)
View themselves as a source of knowledge
(Academic Success)
Student empowerment (Effective Community
Engagement)
In collaboration with the Cliff Alexander Office of
Greek Life and Leadership, the Sorority LivingLearning Community complements the Pan-Hellenic
and National Panhellenic experiences of sorority
women at Miami University. Participating sororities
are clustered into corridor groups and have the
opportunity to select a Sorority Corridor representative
who works closely with the Residence Life staff to
provide opportunities of involvement for the women in
their corridor. Women participating in the SLLC will
N/A
not only have the opportunity to make purposeful
connections with members of their own sorority, but
also with the other participating sororities.
Objectives:
 Demonstrate five pillars of Cliff Alexander
Office of Greek Life and Leadership; these
pillars are Scholarship and Learning, Service
and Philanthropy, Leadership, Community,
and Brotherhood and Sisterhood (Academic
Success) (Cultural Proficiency) (Intrapersonal
Development) (Effective Community
Engagement)
 Learn the impact that various issues have on
women (Cultural Proficiency)
 Develop an appreciation of Panhellenic spirit
and unity (Effective Community Engagement)
 Foster a supportive campus climate for
women (Cultural Proficiency)
Scholar Leader
(SLC)
Upper-class
The mission of the Scholar Leader program is to
establish a proactive, supportive community dedicated
to enhancing leadership and scholarship among its
members and the broader university community.
Endowments for each room provide scholarships to
those students selected to live in the community. The
Scholar Leader community encourages resident-guided
programming, academic involvement, service learning
projects and the opportunity to explore leadership
through intensive group engagement. Those selected
are expected to be exemplary in academic performance
and character and ready and willing to take on shared
leadership for the quality of their community.
Objectives:
 Develop a personalized and meaningful
theory/philosophy of leadership (Intrapersonal
EDL 306: The
Nature of Group
Leadership (2
credit hours),
required for
scholarship
recipients;
optional for
everyone living in
the community.
There is a special
section of this
course dedicated
to Scholar Leaders
This course will focus on theoretical
ideas concerning leadership and
community, and how we can bring those
ideas into practice in our own
community. It will also focus on
different practical portions of the
Scholar Leader community through
smaller cluster groups working on
specific community concerns.
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Technology and
Society (TAS)
First-Year &
Upper-Class
Development)
Influence positively the broader Miami
University community through service,
leadership, and support of others (Effective
Community Engagement)
Learn to analyze leadership dynamics and
needs in order to determine the most effective
form of leadership for any given situation
(Intrapersonal Development)
Utilize the skills gained from the various
learning activities offered in the program to
effect policy and practice in the program and
elsewhere (Effective Community
Engagement)
This community is comprised of students who are
interested in learning more about the many aspects of
technology, how it affects our world, and the career
possibilities in the field. The goals of the community
are to provide activities that explore technology,
connect students with faculty members, professionals,
and University services, and promote discussion about
how technology can be used as a tool to interact with,
help, and educate others.
Objectives:
 Interact positively with faculty in the School
of Engineering and Applied Sciences
(Academic Success)
 Experience a variety of trends and issues in
technology (Academic Success)
 Become awareness of undergraduate research
opportunities (Academic Success)
 Gain an understanding of the global and
societal impacts of technology (Cultural
Proficiency)
N/A

Women in
Mathematics,
Science
Disciplines
Engineering and
Mathematics
(WMS)
First-Year &
Upper-Class
Open to any
female student
(priority given
to women
studying
mathematics,
science or
engineering)
Comprehend the ethical responsibilities
associated with the use of technology
(Intrapersonal Development)
 Connect with on-campus resources that are
associated with technology departments
(Academic Success)
 Broaden their knowledge of how technology
effects their daily lives (Intrapersonal
Development)
This community is devoted to helping women succeed
in math, science, and engineering disciplines. The goal
of this program is to provide services and activities to
help support women studying in these fields and to
build community beyond the traditional academic
boundaries. The program also emphasizes connections
with other women in related fields and between
undergraduates, graduate students, faculty, and women
professionals outside academic.
Objectives:
 Exhibit balance between academic and social
endeavors (Intrapersonal Development)
 Develop an awareness of different professions
in the sciences (Academic Success)
 Experience trends and issues in the fields of
science, technology, engineering, and
mathematics (Academic Success)
 Contribute to a supportive and studious
environment (Academic Success)
 Partake in positive relationships with Miami
University science, technology, engineering,
and mathematics faculty (Academic Success)
 Utilize their peers as appropriate academic
resources through common course enrollment
(Academic Success)
Women in like
majors will be preenrolled in at least
one core course.