10 research outputs found
From Expectations to Experiences: Using a Structural Typology to Understand First-Year Student Outcomes in Academically Based Living-Learning Communities
This longitudinal study investigated to what extent noncognitive variables (e.g., expectations for college) and the college environment (i.e., academically based living-learning communities) influence students\u27 college experience. This research goes beyond grouping all living-learning students into one category, which has dominated much of the literature, by using an empirically derived structural typology for living-learning communities (Inkelas, Longerbeam, Leonard, & Soldner, 2005). Results suggest that being a student in a collaborative living-learning community is more likely to predict greater peer academic interactions and an enriching educational environment. Implications for practice and future research are discussed
Review of \u3cem\u3eWhat\u27s Happening to Public Higher Education?\u3c/em\u3e edited by R.G. Ehrenberg
Book Review of:
Ehrenberg, R.G. (Ed.). (2006). What\u27s Happening to Public Higher Education?. Westport, CT: Praeger Publishers
Enhancing Undergraduate Education: Examining Faculty Experiences During Their First Year in a Residential College and Exploring the Implications for Student Affairs Professionals
The article discusses the results of a study on the experiences and insights of faculty members in a new residential college. The researchers used a constructivist, case study method to determine how faculty made meaning of their experiences in a residential college at a major, land-grant research university in the Midwest U.S. The findings of the study indicate that the residential college environment did not ameliorate the time pressures experienced by faculty
Exploring Living-Learning Communities as a Venue for Men’s Identity Construction.
THIS QUALITATIVE STUDY EXPLORED how male undergraduate students experienced living-learning community environments. Findings revealed that living-learning communities provided men a safe haven from rigid gender role expectations, offered a plethora of involvement opportunities, and fostered relationships with faculty and peers. The findings highlight the potential of living-learning communities to provide men with the support they need to reject rigid gender expectations and develop a healthy identity. Recommendations for practice are discussed
Exploring Students\u27 Perceptions of Academically Based Living-Learning Communities
This qualitative study employed focus group interviews to explore students\u27 perceptions of three well established academically based living-learning communities at a large, land-grant university in the Midwest. Three themes emerged that illustrated students\u27 perceptions of a culture that promoted seamless learning, a scholarly environment, and an ethos of relatedness among faculty, staff, and peers. Implications for practice and future research are discussed
Influence of academically-based living-learning communities on men’s awareness and appreciation for diversity
THIS STUDY EXAMINED the influence of academically based living-learning programs on men\u27s awareness of and appreciation for diversity. Findings include statistically significant and practical differences between student characteristics and their pre-college attitude towards diversity. Living on campus for one year revealed no significant differences for men. Discussion includes the importance of increasing the numbers of diverse students and creating environments that support diversity awareness and appreciation
The Living-Learning Community Pyramid
When constructing a living-learning community, you can have all the building blocks in place, but without intentional integration your pyramid is missing its point