All too often on college campuses, academic affairs and student affairs work in near isolation from each other. In their traditional roles, academic affairs promotes students’ learning in the classroom while student affairs cares for students’ personal development outside the classroom. Yet, if higher education aspires to graduate students who can meet the challenges of the modern world, then universities have an obligation to launch collaborative projects that bring together the disparate facets of students’ lives. Living-learning communities, a model for collaboration between academic affairs and student affairs, can meet that goal (Schroeder & Mabel, 1994)
