Skip to main content
Add as a preferred source on Google

New Engineering Living-Learning Community at the University of Cincinnati

  • 05/01/18

CINCINNATI, OH – Engineering students that live together learn better together. That’s the thinking behind the new engineering living-learning community at the University of Cincinnati (UC).

The engineering living-learning community, which is part of the university’s Department of Engineering Education’s new first-year model, will occupy four floors in Daniels Hall residence hall. These floors will house up to 280 first-year students who have been accepted to UC's College of Engineering and Applied Science (CEAS).

The overall goal is to create an environment that fosters community, collaborative learning, and campus engagement.

“We’re bringing students together to develop a CEAS identity,” says P.K. Imbrie, Ph.D., professor and head of the Department of Engineering Education. “We believe that identity will help build community while retaining more engineering students.”

The living-learning community groups students from all engineering disciplines together. Since the first-year curriculum is very similar for all CEAS students, students can easily study together regardless of major.

“We’re putting 280 engineering students in close proximity,” says Imbrie. “These students can walk down the hall and work with someone taking the same course as them, even if they’re not in the same section.”

Students that live in the living-learning community will also take part in co-curricular activities. These activities can range from reassembling a lawn-mower engine to constructing a trebuchet.

Imbrie sees the engineering living-learning community growing. He hopes UC eventually can offer multiple residence halls at various price points to include more engineering students. As UC gets ready for another academic year, its new engineering living-learning community will help shape the incoming class of students.

This article originally appeared in the College Planning & Management May 2018 issue of Spaces4Learning.

Featured

  • Designing for Every Mind

    Learning environments have the power to shape not just what students know, but who they become. When a school is designed with genuine empathy—for the full range of ways students think, sense, and engage with the world—it becomes more than a building. It becomes a catalyst for growth, confidence, and belonging. That is the animating idea behind neurodiverse design, and it is one that is transforming how more architects and designers are thinking about school design.

  • Surging Demand for Student Housing Fuels Major Campus Investment Opportunities

    University leaders throughout the U.S. are accelerating plans to modernize and expand student housing as enrollment stabilizes and demand for on-campus living rebounds. Recent data from the National Center for Education Statistics indicates that total postsecondary enrollment is projected to grow through the end of the decade, with undergraduate enrollment alone expected to increase by more than 8 percent by 2030.

  • Zurn Elkay Releases 2025 Sustainability Report

    Zurn Elkay Water Solutions recently announced the release of its annual sustainability report, according to a news release. The 2025 report discusses the organization’s efforts to maintain good environmental stewardship and the solutions provided in helping customers meet sustainability goals.

  • Universities Continue to Launch Multimillion-Dollar Campus Transformations

    What makes the current wave of campus development especially noteworthy is its emphasis on multi-use functionality and community integration. Institutions are no longer investing solely in academic or athletic facilities in isolation. Instead, they are creating destinations that blend recreation, health, housing, and event-driven economic activity.