Living Learning Communities as Climate Change Pedagogy: Understanding the Impact of the Sustainable Living Experience on Climate Change Leadership among First Year Students

Abstract

This study sought to understand the relationship of environmentally-themed Residential Learning Communities (RLCs) with aspects of Climate Change Leadership (CCL) among first-year college students. Two years of survey data were used to assess changes in CCL among students at the University of Michigan, including participants in an RLC known as the Sustainable Living Experience (SLE), neighboring residents, and students in other residence halls. Results showed greater increases in likelihood of reporting positive CCL outcomes for SLE participants, and in many cases also for neighboring students. These effects were often greater for SLE participants who are also underrepresented minority students. Findings indicated that the presence of an environmentally-themed RLC may be related to the development of CCL for neighboring students in addition to program participants. The study also observed campus-wide positive effects on several CCL outcomes after the first year of college, indicating that the campus environment and infrastructure itself can also be leveraged in support of student CCL outcomes.