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