Living Learning Communities at Miami University
2009-2010
Living Learning
Community
Allied Health
Professions
(AHP)
Student
Population
First-Year
Mission
Allied Health Professions Living-Learning Community
brings together students pursuing careers in health and
sports studies, exercise science, nutrition, and other
related professions to a dynamic and engaging
environment. Health Sciences programming and
support services help residents gain valuable
experience with faculty and staff in their chosen fields
of study, even while making progress on general
education requirements. Participants in this community
will be exposed to a variety career options in allied
health professions as well as special access to guest
speakers, health care agencies, and events. This
community is restricted to students Allied Health
majors.
Course(s)
Offered
KNH 116:
Personal
Wellness (1credit
hour),
Course Description
And
Career Development for College
Students a required two-credit course
designed to take students through the
process of clarifying career and/or
academic goals. Students will do
research assignments and activities
designed to help them to learn about
themselves and how to apply this
information to career decision making.
EDL 100: Career
Development for
College Students
(1 credit hour),
required
KNH 116, Personal Wellness, an
required one-credit course, helps you
develop a personal wellness plan through
activities and discussion
Or
Objectives:
 Research majors and careers related to
kinesiology and health (Academic Success)
 Recognize how exercise, diet, and lifestyle
affect healthy living (Intrapersonal
Development)
 Examine multiple perspectives on wellness
(Academic Success)
 Assess how quality of health impacts society
(Cultural Proficiency)
 Utilize their peers as effective and appropriate
academic resources( Academic Success)
Celebrate the
First-Year &
This program is for any student who wants to be active
KNH 242:
Personal Health
(3 credit hours),
optional
Personal Health, a required three-credit
course, covers personal health needs.
THE 191:
Oriented toward development of
Arts (CTA)
Upper-class
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)
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
Theatre
Appreciation (3
credit hours),
optional – Non
Fine Arts Majors.
awareness as an audience member.
Studies theories and methods of
understanding a theatrical presentation,
through study of dramatic literature,
production traditions, and viewing
productions.
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.
MUS 189: Great
Ideas in Western
Music ( 3 credit
hours, optional)
Oriented toward the development of a
sequential listening skill and descriptive
vocabulary used in a study of the style of
Western Art Music from Middle Ages
through 20th century.
EDL 306: The
Nature of Group
Leadership (2
credit hours),
The rich history of leadership will be
explored through this interactive course
designed to help participants develop
their own leadership style. The
action on Miami’s campus and beyond. Students are
supported by the Office of Community Engagement
and the Harry T. Wilks Leadership Institute.
optional.
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.
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:
 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


Courses in
Common (CIC)
First-Year
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
(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)
3 courses based
on participants’
majors (3 credit
hour), required.
Education Living
Learning
Community
(EDU)
Entrepreneurship
(ELC)
First-Year
First-Year
The Education Living Learning Community offers
first-year students the opportunity to explore themes
and issues related to majors and careers in education.
The possibilities for activities and discussion topics are
widely varied and allow students to learn more about
all aspects of the education field. Students in this
community will integrate their academic and
residential experience by living in the same residence
hall and taking at least two of the same Education
courses. This community is restricted to Education
related majors.
ENG 111 College
Composition (3
credit hours),
required.
Course on the study and practice of
effective explanatory, expressive, and
persuasive writing.
EDL 204,
Sociocultural
Studies in
Education (3
credit hours),
required,
Introduces the field of social foundation
of education using a cultural studies
approach to investigate selected
educational topics.
Objectives:
 Explore themes and issues related to majors
and careers in education (Academic Success)
 Take ownership for their learning in and
outside of the classroom (Academic Success)
 Develop skills necessary to work in groups
(Effective Community Engagement)
 Utilize their peers as appropriate academic
resources (Academic Success)
EDP 201, Human
Development and
Learning in
Social and
Educational
Contexts (3 credit
hours ), required. t
This program is for students who are interested in
learning what it means to be an entrepreneur and the
process of starting and growing new ventures..
Working alongside the Miami University Institute for
Entrepreneurship, residents will participate in an
environment where young, aspiring entrepreneurs can
share ideas and perspectives with fellow students as
well as have access to the wealth of Miami alumni who
have successfully traveled the entrepreneurial
roadmap. The ELLC will be open to all Miami students
consistent with the Institute's belief an understanding
of entrepreneurship has value for students in all
academic disciplines.
ESP 151: The
Rewards and
Challenges of an
Entrepreneurial
Life (1 credit
hour), required.
During their
second semester,
students must take
ESP 201,
Introduction to
Entrepreneurship
Provides an in-depth examination of
theoretical issues and principles of
human development and learning,
including developmental changes,
motivational and learning processes,
exceptionalities and other individual
differences, and dynamics of social
groups.
Seminar about living the life of an
entrepreneur.
Topics include requirements and
challenges of successful
entrepreneurship, characteristics of
Objectives:
Environmental
Awareness
Program (EAP)
First-Year &
Upperclass

Nurture their entrepreneurial interest
(Academic Success)

Identify the rewards, requirements and
challenges associated with an entrepreneurial
approach to business, community and life
(Intrapersonal Development)

Develop their own network through which
they can share ideas and explore
entrepreneurial opportunities (Effective
Community Engagement).

Utilize mentors (Effective Community
Engagement)

Test their entrepreneurial potential through
individual and group activities (Effective
Community Engagement)
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.
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 co-
(3 credit hours),
required.
successful entrepreneurs, the life cycle
stages of a business, careers and
opportunities for entrepreneurship.
ENV/GEO 175:
Environmental
Science Seminar
(1 credit hour),
required.
This course introduces students to
environmental science as a discipline and
as a field of study at Miami. The teamtaught course includes faculty-led
discussions, presentations, and field
work.
curricular opportunities (Academic Success)
Explore Miami
First-Year
Students in this community will have the opportunity
to explore options for involvement and engagement at
Miami University. Students will become acquainted
with academic resources to aid in their success, reflect
upon person values and explore differences within
their community.
EDL 110, The
University and
the Student (1
credit hour),
optional. one
credit course,
Helps students understand how the
university operates and how its resources
can be used to develop their educational
goals.
Objectives:





French Culture
Community
(FLF)
First-Year &
Upperclass
Become involved with co-curricular activities
on campus and in the community (Effective
Community Engagement)
Utilize available university resources for
academic planning and professional and
personal development (Intrapersonal
Development)
Explore career possibilities and further
educational opportunities after graduation
(Academic Success)
Implement positive goals conducive to student
success by connecting with students, faculty,
and staff (Intrapersonal Development)
Explore one’s identity as it interacts with the
identities of others in the community (Cultural
Proficiency)
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.
FRE 101/102
Introduction to
the French
Language and
Culture (4-credit
hours), optional.
Emphasis on multiple skill acquisition,
speaking, and writing, and how cultural
difference affects experience of the
world.
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)
FRE 201
Intermediate
French (3 credit
hours), optional..
Integrates intermediate-level languageskill development and study of cultural
difference. Provides student to student
interaction and addresses a broad range
of cultural issues.
FRE 202 Critical
Analysis of
French Culture
(3 credit hours)
optional.
Second-semester, intermediate French
course addresses literary and cultural
issues through the study of short stories,
poetry, film, journalism, and advertising.
Works represent several French-speaking
countries. Because texts, discussion, and
compositions are in French, students
continue to develop speaking, listening,
reading, and writing skills.
FRE 131:
Masterpieces of
French Culture
in Translation (3
credit hour),
required.
German Culture
Community
(GLF)
First-Year &
Upperclass
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.
Objectives:
 Understand and acknowledge different
cultural social norms (Cultural Proficiency)
 Gain awareness of current cultural issues and
politics (Cultural Proficiency)
GER 141:
Modern German
Film (1 credit
hour), required.
Accessible introduction to French culture
through the study of selected examples
of significant works in literature and the
arts (understood in a broad sense). Works
are examined in their social, historical,
and ideological contexts and cover the
period from the Middle Ages to the mid20th century. All readings in English
translation.
Like a window on German culture, this
course will expose students to German
culture and language.




Governmental
Relations (GVR)
First-Year
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)
Discover ways to have meaningful and immediate
involvement in local, state, and federal government. In
conjunction with, the Miami University the Office of
Institutional Relations, this interdisciplinary
community exposes students to a variety of career and
volunteer opportunities in areas related to government.
Through intentional mentoring and focused
experiences, students who live in this community will
examine how an individual can impact government and
how government can impact an individual both inside
and outside of the classroom.
Objectives:

Discover ways to have meaningful and
immediate involvement in local, state, and
national government (Effective Community
Engagement)

Investigate internship opportunities, graduate
school possibilities, and career options
(Academic Success)
POL (1 credit
hour), required.
This course is designed to introduce you
to the basic skills (networking,
interviewing, public speaking, listening,
and writing) necessary for you to
function effectively in a government or
journalism related internship or entry
level position. It will expose you to
varying levels of government in our
country (federal, state, local) through the
lens of a lobbyist. We will combine
classroom activities, speakers and on-site
observations of government bodies to
assist you in your exploration of
government or journalism related majors
and careers.
Honors and
Scholars (HSP)
First-Year and
Upper-Class
(priority given
to students
accepted into
the Honors or
Oxford Scholars
Program)

Recognize how an individual can impact
government and how government can impact
an individual (Intrapersonal Development)
(Cultural Proficiency)

Apply classroom concepts to external
experiences to stimulate intellectual, personal,
and professional growth (Academic Success)
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
tone, structure and data (Academic Success)
 Analyze or compare various concepts or
frameworks (e.g., scientific, humanistic,
artistic) (Academic Success)
Students
participating in
the Honors
Program will be
enrolled in
cluster courses.
The University
Honors Program
Office is
facilitating this
process.



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
Business
First-Year
The International Business LLC will join students
together who have a common interest in (i) study
abroad, (ii) learning about other cultures, and (iii)
participating in a mentoring relationship with another
student, group of students, or faculty member with an
interest in international business. Members of the
community will also be encouraged to participate in
recreational and extracurricular activities that have an
international emphasis. Participation in this community
is limited to pre-business students.
Objectives

Gain an appreciation for new cultures and
ENG 111 College
Composition (3
credit hours),
required.
Course on the study and practice of
effective explanatory, expressive, and
persuasive writing.
CSA 148,
Business
Computing (3
credit hours),
required.
Introducing business-oriented computer
skills. Extensive hands-on use of
electronic spreadsheets and database
software. Examples and exercises will
stress problem-solving in a business
context.
new ideas (Cultural Proficiency)

Identify study abroad opportunities that can
enhance the undergraduate experience without
compromising the four-year graduation target
(Academic Success)

Understand the resources available to support
the success of international students within
the FSB and, more generally, at Miami
University (Effective Community
Engagement)

International
Living Learning
Community
(ILLC)
First-Year &
Upperclass
Take advantage of cultural and other
developmental opportunities on campus and
in the broader community (Cultural
Proficiency)
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)
 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
For Spring
BUS 101,
Foundations of
Business Decision
Making (3 credit
hours), required.
BUS 102, Writing
for Business
Decision Making
(1 credit hour),
required.
ITS 390:
International
Topics in
International
Studies (1 credit
hour), optional.
Explores fundamental business processes
required for business transactions,
global, environmental, legal and
inclusive perspectives are addressed
Introduces students to the fundamental of
business writing.
This course offers discussion of current
international topics such as terrorism,
economic development, and human
rights.
Mallory- Wilson
Pre-Health
Second-Year
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)
 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)
Mosaic (MOS)
First-Year and
Explore aspects of diversity, inclusion, and social
IDS 151: Mosaic
This course will work towards improving
Upperclass
justice in a safe and comfortable environment. You
will learn about the role that race, gender, sexual
orientation, class, religion, nationality, and other
identities help to create or perspectives of the world.
The Mosaic community is supported by the Center for
American World Cultures, the School of Fine Arts, and
the Office of Diversity Affairs. You'll experience
learning about these various topics through open
dialogue, courses, as well as on and off-campus
events.
Seminar (1 credit
hour), required.
Objectives:
Varieties of
Religious
Expression (3
credit hours),
optional.

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)

Understand different levels of acceptance of
diversity and the complexities of multiple
diversities (Cultural Proficiency)
ATH 175, Peoples
of the World (3
credit), optional.
REL 101,
the environment at Miami University by
educating men and women for
responsible, informed citizenship and
meaningful employment.
Provides an appreciation of human
cultural diversity around the world and
through time. It develops anthropological
approaches to understanding cultural
differences and similarities in political,
social, and economic organization,
marriage and family patterns, beliefs and
other aspects.
Introduction to the study of religion as a
phenomenon of human culture. Various
examples of religion are observed and
compared in relationship to a thematic
and methodological framework.
Pre-Law (PLC)
First-Year
The legal profession is a diverse and ever expanding
field that makes a significant impact on individuals,
businesses, and communities. The Pre-Law Living
Learning Community exposes interested students to the
ins and outs of this intriguing profession and allows
them to interact with other students with similar
interests. Students who live in the community will
discover the many different areas of legal practice,
participate in mentoring and shadowing experiences,
complete community service and other special
projects, and implement and participate in law-related
events and programs.
Objectives:




Red Hawk
First-Year &
Develop skills related to the legal profession
such as critical thinking, writing, and oral
communication. (Academic Success)
Explore the impact of the law on individuals,
businesses, and communities (Cultural
Proficiency)
Discover the opportunities and challenges of
law school and legal practice (Interpersonal
Development)
Engage with other pre-law students to
enhance interpersonal skills, encourage
learning outside of the classroom, and
promote professionalism (Effective
Community Engagement)
Red Hawk Traditions provides first-year students an
Students are
enrolled in two of
the following
courses.
ENG 111 College
Composition (3
credit hours),
required.
Course on the study and practice of
effective explanatory, expressive, and
persuasive writing.
POL 111:
Considering the
Law (1 hour
credit), required.
Survey of the major areas of law as it
relates to everyday life. Special focus on
development of skills inherent to the
legal
profession.
COM 135: Public
Expression and
Critical Inquiry
(3 credit hours),
required.
Develops fundamentals of analyzing,
organizing, adapting, and delivering
ideas effectively in public contexts.
Special emphasis placed upon
informative and persuasive discourse
There is an
Traditions (RHT)
Upper-Class
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
(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
optional class
associated with the
LLC, but it is still
being planned at
this time.
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)
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
EDL 306: The
Nature of Group
Leadership (2
credit hours),
required for
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
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
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)
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.

To provide early contact with faculty, staff,
and successful upper class students to build
scholarship
recipients;
optional for
everyone living in
the community.
different practical portions of the Scholar
Leader community through smaller
cluster groups working on specific
community concerns.
There is a special
section of this
course dedicated
to Scholar Leaders
EDLXXX:
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.





Service
Opportunities
and Reflection
Upper-class
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)
This Living Learning Community offers students an
opportunity to engage in meaningful service and
structured reflection. In partnership with the Miami
University Center for Community Engagement in
Over-the-Rhine and the Office of Community
Engagement and Service, the Service Opportunities
and Reflection (SOAR) Living Learning Community is
designed for upper-class students interested in
participating in service learning. The service learning
philosophy provides structured time for students to
think, talk, and write about what they experience
Spring Semester
SPN 110: Intro.
To Hispanic
Culture (1 credit);
required.
In this course, students will focus on
Hispanic culture, the Spanish language,
and current events.
during their service activity. The students in this
community may be returning from or planning to
participate in the Over-the-Rhine Residency Program,
although neither previous nor future participation in
the Over-the-Rhine Residency Program is a
requirement.




Sorority
(SOR)
Upper-class
Discover various opportunities in service
learning
Produce a personal plan for participation in
service related opportunities
Reflect on service projects with peers,
mentors, and advisors (Intrapersonal
Development)
Articulate the correlation between community
service experiences and learning (Academic
Success)
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
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
N/A



Spanish Cultural
Community
(SLF)
First-Year and
Upper-Class
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)
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.
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)
N/A
Study Abroad
(SAB)
Upper-class
The Study Abroad Living Learning Community is
designed for upper-class students who plan to study
abroad in the following semester as well as those who
have recently returned from participating in a Study
Abroad experience. Students in this community will
reflect on previous abroad experiences as well as help
one another prepare for future international travel .
This community provides international education
services support, consulting assistance, as well as
programming activities specifically designed for
students participating in or returning from Study
Abroad experiences.
N/A
Objectives :



Technology and
Society (TAS)
First-Year &
Upper-Class
Utilize campus resources to support Study
Abroad experiences
Explore current cultural issues and politics in
their anticipated abroad area
Reflect on previous abroad experiences Assist
other students in preparing for their excursion
abroad
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
N/A
Western:
Activism and
Engaged
Learning
(WAE)
First-Year &
Upper-Class
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)
 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 of first-year and upper-class students
is characterized by close working relationships with
faculty and excellent opportunities to interact with
people from many different backgrounds. The
curricular and co-curricular focus is the history and
practice of activism: the ideas, individual actions, and
collective efforts that have inspired movements for
change within local, national, and global contexts. As a
part of the inaugural class, you will participate in
developing a new residential experience that draws on
the traditions of both Western College and the School
of Interdisciplinary Studies.
Objectives:


Build an intellectual community with other
students
Work closely with faculty and advisors to
N/A
formulate an academic plan
Interact positively with people from different
backgrounds
 Participate in Western community events
 Integrate knowledge learned inside and
outside of the classroom.
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.

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)
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)
For All
WST 101,
Western:
Activism and
Engaged
Learning
LectureDiscussion (1
credit hour),
required.
Lecture-discussion series, a one-credit
required course led by some of Miami's
best faculty exploring the social
movements that have shaped and
reshaped our nation over the last 50
years.
Course on the study and practice of
effective explanatory, expressive, and
persuasive writing.
For First-Years
ENG 111, College
Composition, (3
credit hours),
required.
HST 112, Survey
of American
History, (3 credit
hours), required.
Surveys the interplay of forces that have
brought about evolutionary development
of American economic, cultural, and
political history from 1865 to the present.
Led by some of Miami's best faculty
exploring the social movements that have
shaped and reshaped our nation over the
last 50 years.
For Upper-class
Course will help students plan the rest of
WST 251,
Engaged
Learning
Seminar, (1 credit
hour) required.
their college career and develop a better
understanding of interdisciplinary and
cultural studies.
Choose Two
Introduces students to the
interdisciplinary study of American
culture from an historical and
contemporary perspective. Drawing from
a variety of source materials and relying
on a range of interpretative techniques,
students examine aspects of thought,
expression, and behavior in the United
States.
AMS 205,
Introduction to
American Studies
(3 credit hours),
required.
Or
EDL 204,
Sociocultural
Studies in
Education (3
credit hours),
required.
Introduces the field of social foundations
of education using a cultural studies
approach to investigate selected
educational topics.
Or
Focuses on Latin America before 1825
that provides an interdisciplinary
introduction to Latin America during the
last two centuries through anthropology,
art, geography, environment, film,
history, literature, music, politics, sports
and others
LAS 208, Latin
American
Civilization (3
credit hours),
required.
Upper-class
Residence Hall
Upper-Class
This community’s residence halls are different from
other Living Learning Communities in that they do not
Women in like
majors will be pre-
(URH) &
Heritage
Common (HC)
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
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)
enrolled in at least
one core course.
N/A