Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(residential learning communities). Showing records 1 – 19 of 19 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Louisiana State University

1. Cain, Monique Fondren. Impact on the engagement of at-risk students: evaluation of postsecondary living learning communities.

Degree: PhD, Education, 2012, Louisiana State University

 Colleges and universities have first-year residential living learning programs that use academic and social programming to contribute to students’ academic success. While a variety of… (more)

Subjects/Keywords: Living Learning Communities; Residential Colleges; Student Engagement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cain, M. F. (2012). Impact on the engagement of at-risk students: evaluation of postsecondary living learning communities. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04242012-133904 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1727

Chicago Manual of Style (16th Edition):

Cain, Monique Fondren. “Impact on the engagement of at-risk students: evaluation of postsecondary living learning communities.” 2012. Doctoral Dissertation, Louisiana State University. Accessed January 26, 2021. etd-04242012-133904 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1727.

MLA Handbook (7th Edition):

Cain, Monique Fondren. “Impact on the engagement of at-risk students: evaluation of postsecondary living learning communities.” 2012. Web. 26 Jan 2021.

Vancouver:

Cain MF. Impact on the engagement of at-risk students: evaluation of postsecondary living learning communities. [Internet] [Doctoral dissertation]. Louisiana State University; 2012. [cited 2021 Jan 26]. Available from: etd-04242012-133904 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1727.

Council of Science Editors:

Cain MF. Impact on the engagement of at-risk students: evaluation of postsecondary living learning communities. [Doctoral Dissertation]. Louisiana State University; 2012. Available from: etd-04242012-133904 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1727


Oklahoma State University

2. Kramer, Samantha. Residential learning community partnerships: Faculty perceptions of hall directors' roles in student learning.

Degree: Educational Leadership and Policy Studies, 2020, Oklahoma State University

 There is evidence to suggest that collaborations between academic affairs and student affairs can be meaningful to students' learning experiences both in and out of… (more)

Subjects/Keywords: collaboration; faculty partnerships; learning communities; living learning programs; residential learning communities; student engagement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kramer, S. (2020). Residential learning community partnerships: Faculty perceptions of hall directors' roles in student learning. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/325444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kramer, Samantha. “Residential learning community partnerships: Faculty perceptions of hall directors' roles in student learning.” 2020. Thesis, Oklahoma State University. Accessed January 26, 2021. http://hdl.handle.net/11244/325444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kramer, Samantha. “Residential learning community partnerships: Faculty perceptions of hall directors' roles in student learning.” 2020. Web. 26 Jan 2021.

Vancouver:

Kramer S. Residential learning community partnerships: Faculty perceptions of hall directors' roles in student learning. [Internet] [Thesis]. Oklahoma State University; 2020. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/11244/325444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kramer S. Residential learning community partnerships: Faculty perceptions of hall directors' roles in student learning. [Thesis]. Oklahoma State University; 2020. Available from: http://hdl.handle.net/11244/325444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Colorado State University

3. Lander, Lori. Faculty lived-experiences in living-learning programs: a phenomenological analysis.

Degree: PhD, Education, 2016, Colorado State University

 The purpose of this Interpretative Phenomenological Analysis study was to explore the lived-experience of faculty participating in a living-learning program (LLP). This study aimed to… (more)

Subjects/Keywords: faculty; living-learning; university; learning communities; college; residential

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lander, L. (2016). Faculty lived-experiences in living-learning programs: a phenomenological analysis. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/176631

Chicago Manual of Style (16th Edition):

Lander, Lori. “Faculty lived-experiences in living-learning programs: a phenomenological analysis.” 2016. Doctoral Dissertation, Colorado State University. Accessed January 26, 2021. http://hdl.handle.net/10217/176631.

MLA Handbook (7th Edition):

Lander, Lori. “Faculty lived-experiences in living-learning programs: a phenomenological analysis.” 2016. Web. 26 Jan 2021.

Vancouver:

Lander L. Faculty lived-experiences in living-learning programs: a phenomenological analysis. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10217/176631.

Council of Science Editors:

Lander L. Faculty lived-experiences in living-learning programs: a phenomenological analysis. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176631


University of Vermont

4. Kurosu, Kazuha. Transformative Education for Creating Sustainable Food Systems: A Mini Course: "Yoga (yoke) of the Earth, Food and Use" at the GreenHouse Residential Learning Community.

Degree: Environmental Program, 2012, University of Vermont

  In the contemporary food system, it is now hardly possible for consumers to make healthy choices about food with low impacts on the environment.… (more)

Subjects/Keywords: mindfulness practice; food systems; residential learning communities; transformative education; sustainability

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kurosu, K. (2012). Transformative Education for Creating Sustainable Food Systems: A Mini Course: "Yoga (yoke) of the Earth, Food and Use" at the GreenHouse Residential Learning Community. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/envstheses/11

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kurosu, Kazuha. “Transformative Education for Creating Sustainable Food Systems: A Mini Course: "Yoga (yoke) of the Earth, Food and Use" at the GreenHouse Residential Learning Community.” 2012. Thesis, University of Vermont. Accessed January 26, 2021. https://scholarworks.uvm.edu/envstheses/11.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kurosu, Kazuha. “Transformative Education for Creating Sustainable Food Systems: A Mini Course: "Yoga (yoke) of the Earth, Food and Use" at the GreenHouse Residential Learning Community.” 2012. Web. 26 Jan 2021.

Vancouver:

Kurosu K. Transformative Education for Creating Sustainable Food Systems: A Mini Course: "Yoga (yoke) of the Earth, Food and Use" at the GreenHouse Residential Learning Community. [Internet] [Thesis]. University of Vermont; 2012. [cited 2021 Jan 26]. Available from: https://scholarworks.uvm.edu/envstheses/11.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kurosu K. Transformative Education for Creating Sustainable Food Systems: A Mini Course: "Yoga (yoke) of the Earth, Food and Use" at the GreenHouse Residential Learning Community. [Thesis]. University of Vermont; 2012. Available from: https://scholarworks.uvm.edu/envstheses/11

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Colorado State University

5. Waller, Brent. Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities.

Degree: PhD, Education, 2015, Colorado State University

 The purpose of this mixed-methods, sequential, explanatory study was to investigate the differences regarding the status of mature-interpersonal-relationship (MIR) development in first-year engineering students who… (more)

Subjects/Keywords: engineering students; psychosocial development; residence life; residential learning communities

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Waller, B. (2015). Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/170385

Chicago Manual of Style (16th Edition):

Waller, Brent. “Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities.” 2015. Doctoral Dissertation, Colorado State University. Accessed January 26, 2021. http://hdl.handle.net/10217/170385.

MLA Handbook (7th Edition):

Waller, Brent. “Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities.” 2015. Web. 26 Jan 2021.

Vancouver:

Waller B. Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10217/170385.

Council of Science Editors:

Waller B. Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/170385

6. Barnes, April Dannielle. The Efficacy of Residential Learning Communities on First Generation, First-Year College Students' Success at a Rural Regional University.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2019, Encompass Digital Archive, Eastern Kentucky University

  This study examined the effect of residential learning communities on the success of first-generation first-year students. Using the theoretical framework of Tinto’s Conceptual Schema… (more)

Subjects/Keywords: First Generation Students; First Year Students; Learning Communities; Residence Halls; Residential Learning Communities; Student Success; Educational Administration and Supervision

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Barnes, A. D. (2019). The Efficacy of Residential Learning Communities on First Generation, First-Year College Students' Success at a Rural Regional University. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/611

Chicago Manual of Style (16th Edition):

Barnes, April Dannielle. “The Efficacy of Residential Learning Communities on First Generation, First-Year College Students' Success at a Rural Regional University.” 2019. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed January 26, 2021. https://encompass.eku.edu/etd/611.

MLA Handbook (7th Edition):

Barnes, April Dannielle. “The Efficacy of Residential Learning Communities on First Generation, First-Year College Students' Success at a Rural Regional University.” 2019. Web. 26 Jan 2021.

Vancouver:

Barnes AD. The Efficacy of Residential Learning Communities on First Generation, First-Year College Students' Success at a Rural Regional University. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2019. [cited 2021 Jan 26]. Available from: https://encompass.eku.edu/etd/611.

Council of Science Editors:

Barnes AD. The Efficacy of Residential Learning Communities on First Generation, First-Year College Students' Success at a Rural Regional University. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2019. Available from: https://encompass.eku.edu/etd/611


University of Dayton

7. Keane-Sexton, Maureen Bridget. One Campus' Integration of Learning and Living in Community for Critical Thinking, Written Communication, Human Development, and Diversity: An Exploratory Study.

Degree: PhD, Educational Leadership, 2018, University of Dayton

 The University of Dayton (UD) has seven Integrated Learning-Living Communities (ILLC) for first-year students. The campus has experimented with many iterations of residential-learning communities for… (more)

Subjects/Keywords: Educational Leadership; Educational Evaluation; Higher Education Administration; Higher Education; Teaching; Living Learning Communities; Residential Learning Communities; Critical Thinking; Collegiate Learning Assessment Plus; Human Development; Written Communication; Experiential Learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Keane-Sexton, M. B. (2018). One Campus' Integration of Learning and Living in Community for Critical Thinking, Written Communication, Human Development, and Diversity: An Exploratory Study. (Doctoral Dissertation). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533219506487089

Chicago Manual of Style (16th Edition):

Keane-Sexton, Maureen Bridget. “One Campus' Integration of Learning and Living in Community for Critical Thinking, Written Communication, Human Development, and Diversity: An Exploratory Study.” 2018. Doctoral Dissertation, University of Dayton. Accessed January 26, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533219506487089.

MLA Handbook (7th Edition):

Keane-Sexton, Maureen Bridget. “One Campus' Integration of Learning and Living in Community for Critical Thinking, Written Communication, Human Development, and Diversity: An Exploratory Study.” 2018. Web. 26 Jan 2021.

Vancouver:

Keane-Sexton MB. One Campus' Integration of Learning and Living in Community for Critical Thinking, Written Communication, Human Development, and Diversity: An Exploratory Study. [Internet] [Doctoral dissertation]. University of Dayton; 2018. [cited 2021 Jan 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533219506487089.

Council of Science Editors:

Keane-Sexton MB. One Campus' Integration of Learning and Living in Community for Critical Thinking, Written Communication, Human Development, and Diversity: An Exploratory Study. [Doctoral Dissertation]. University of Dayton; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533219506487089


University of Vermont

8. Brickner-McDonald, Kailee Ann. College Students' Development of Civic Commitment: Experiences of Service Learning Across the College Years.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of Vermont

  Functional democracy in a just society requires citizens who are complex thinkers and skilled, caring leaders. This study examines how undergraduate college students become… (more)

Subjects/Keywords: Civic Engagement; College Student Development; Narrative Inquiry; Purpose; Residential Learning Communities; Service-learning; Developmental Psychology; Educational Administration and Supervision; Higher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Brickner-McDonald, K. A. (2017). College Students' Development of Civic Commitment: Experiences of Service Learning Across the College Years. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/664

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brickner-McDonald, Kailee Ann. “College Students' Development of Civic Commitment: Experiences of Service Learning Across the College Years.” 2017. Thesis, University of Vermont. Accessed January 26, 2021. https://scholarworks.uvm.edu/graddis/664.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brickner-McDonald, Kailee Ann. “College Students' Development of Civic Commitment: Experiences of Service Learning Across the College Years.” 2017. Web. 26 Jan 2021.

Vancouver:

Brickner-McDonald KA. College Students' Development of Civic Commitment: Experiences of Service Learning Across the College Years. [Internet] [Thesis]. University of Vermont; 2017. [cited 2021 Jan 26]. Available from: https://scholarworks.uvm.edu/graddis/664.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brickner-McDonald KA. College Students' Development of Civic Commitment: Experiences of Service Learning Across the College Years. [Thesis]. University of Vermont; 2017. Available from: https://scholarworks.uvm.edu/graddis/664

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Temple University

9. Connelly, Megan Marie. Living Learning Communities: Relationship Builders?.

Degree: 2014, Temple University

Educational Administration

Ed.D.

This qualitative case study describes how first year students perceived the impact of living within a living learning community by giving voice… (more)

Subjects/Keywords: Higher education administration; Educational administration; Educational leadership;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Connelly, M. M. (2014). Living Learning Communities: Relationship Builders?. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,260249

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Connelly, Megan Marie. “Living Learning Communities: Relationship Builders?.” 2014. Thesis, Temple University. Accessed January 26, 2021. http://digital.library.temple.edu/u?/p245801coll10,260249.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Connelly, Megan Marie. “Living Learning Communities: Relationship Builders?.” 2014. Web. 26 Jan 2021.

Vancouver:

Connelly MM. Living Learning Communities: Relationship Builders?. [Internet] [Thesis]. Temple University; 2014. [cited 2021 Jan 26]. Available from: http://digital.library.temple.edu/u?/p245801coll10,260249.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Connelly MM. Living Learning Communities: Relationship Builders?. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,260249

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Tech

10. Best, Julia Y. African American Undergraduate Students' Experiences in Residential Learning Communities at a Predominantly White Institution.

Degree: PhD, Curriculum and Instruction, 2006, Virginia Tech

 There is a nationwide decline in enrollment, retention and degree completion for African American students in predominantly White institutions (PWIs) in the United States. Colleges… (more)

Subjects/Keywords: retention; residential learning communities; African American students; recruitment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Best, J. Y. (2006). African American Undergraduate Students' Experiences in Residential Learning Communities at a Predominantly White Institution. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26103

Chicago Manual of Style (16th Edition):

Best, Julia Y. “African American Undergraduate Students' Experiences in Residential Learning Communities at a Predominantly White Institution.” 2006. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/26103.

MLA Handbook (7th Edition):

Best, Julia Y. “African American Undergraduate Students' Experiences in Residential Learning Communities at a Predominantly White Institution.” 2006. Web. 26 Jan 2021.

Vancouver:

Best JY. African American Undergraduate Students' Experiences in Residential Learning Communities at a Predominantly White Institution. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/26103.

Council of Science Editors:

Best JY. African American Undergraduate Students' Experiences in Residential Learning Communities at a Predominantly White Institution. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/26103


University of Michigan

11. Brown, Matthew V., Jr. Residential learning communities as social constructions: Four case studies of organizational identity.

Degree: PhD, Higher education, 2005, University of Michigan

 This dissertation is a qualitative case study of four undergraduate residential learning communities operating within a large research university. The research examines how participants in… (more)

Subjects/Keywords: Case; Four; Organizational Identity; Residential Learning Communities; Social Constructions; Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Brown, Matthew V., J. (2005). Residential learning communities as social constructions: Four case studies of organizational identity. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/124728

Chicago Manual of Style (16th Edition):

Brown, Matthew V., Jr. “Residential learning communities as social constructions: Four case studies of organizational identity.” 2005. Doctoral Dissertation, University of Michigan. Accessed January 26, 2021. http://hdl.handle.net/2027.42/124728.

MLA Handbook (7th Edition):

Brown, Matthew V., Jr. “Residential learning communities as social constructions: Four case studies of organizational identity.” 2005. Web. 26 Jan 2021.

Vancouver:

Brown, Matthew V. J. Residential learning communities as social constructions: Four case studies of organizational identity. [Internet] [Doctoral dissertation]. University of Michigan; 2005. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/2027.42/124728.

Council of Science Editors:

Brown, Matthew V. J. Residential learning communities as social constructions: Four case studies of organizational identity. [Doctoral Dissertation]. University of Michigan; 2005. Available from: http://hdl.handle.net/2027.42/124728

12. Smith, David Buchanan. Unintended Consequences of Collegiate Living-Learning Community Programs at a Public University.

Degree: 2015, University of Tennessee – Knoxville

 The current body of living-learning community (LLC) research primarily documents programmatic impact relative to intended outcomes such as social integration and improved academic performance. Conversely,… (more)

Subjects/Keywords: LLC; living-learning communites; unintended consequences; learning community; residential learning communities; Education; Higher Education

…18 History of Collegiate Learning Communities… …24 Contemporary Learning Communities: What the Literature Reveals… …36 Federated learning communities… …39 Residential learning community programs… …For example, contemporary learning communities often function as themed cohorts and freshman… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Smith, D. B. (2015). Unintended Consequences of Collegiate Living-Learning Community Programs at a Public University. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/3364

Chicago Manual of Style (16th Edition):

Smith, David Buchanan. “Unintended Consequences of Collegiate Living-Learning Community Programs at a Public University.” 2015. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed January 26, 2021. https://trace.tennessee.edu/utk_graddiss/3364.

MLA Handbook (7th Edition):

Smith, David Buchanan. “Unintended Consequences of Collegiate Living-Learning Community Programs at a Public University.” 2015. Web. 26 Jan 2021.

Vancouver:

Smith DB. Unintended Consequences of Collegiate Living-Learning Community Programs at a Public University. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2015. [cited 2021 Jan 26]. Available from: https://trace.tennessee.edu/utk_graddiss/3364.

Council of Science Editors:

Smith DB. Unintended Consequences of Collegiate Living-Learning Community Programs at a Public University. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2015. Available from: https://trace.tennessee.edu/utk_graddiss/3364

13. Feigelman, Sarah C. Finding A Place in College: Re-Examining Residential Learning Communities as Third Places for Student Development.

Degree: Environmental Program, 2018, University of Vermont

  This study investigates Residential Learning Communities (RLCs) as places of union for academic and non-academic student development. Through the lens of a “Third Places”… (more)

Subjects/Keywords: University of Vermont; Sustainability House; third places; residential learning communities; student development; cooperative housing

…relationships. UVM’s recent initiative to establish Residential Learning Communities bears the… …Vermont’s statement regarding Residential Learning Communities reads as following: “Residential… …development of Residential Learning Communities, and its corresponding mission statement ● The… …Third Places within Residential Learning communities facilitate students’ holistic development… …general understanding of Residential Learning Communities, highlighting the need for… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Feigelman, S. C. (2018). Finding A Place in College: Re-Examining Residential Learning Communities as Third Places for Student Development. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/envstheses/51

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Feigelman, Sarah C. “Finding A Place in College: Re-Examining Residential Learning Communities as Third Places for Student Development.” 2018. Thesis, University of Vermont. Accessed January 26, 2021. https://scholarworks.uvm.edu/envstheses/51.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Feigelman, Sarah C. “Finding A Place in College: Re-Examining Residential Learning Communities as Third Places for Student Development.” 2018. Web. 26 Jan 2021.

Vancouver:

Feigelman SC. Finding A Place in College: Re-Examining Residential Learning Communities as Third Places for Student Development. [Internet] [Thesis]. University of Vermont; 2018. [cited 2021 Jan 26]. Available from: https://scholarworks.uvm.edu/envstheses/51.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Feigelman SC. Finding A Place in College: Re-Examining Residential Learning Communities as Third Places for Student Development. [Thesis]. University of Vermont; 2018. Available from: https://scholarworks.uvm.edu/envstheses/51

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

14. Christenson, Larry Clifford. Why socially at-risk students persist.

Degree: 2014, University of Georgia

 The purpose of this qualitative case study was to explore why first-year students at Georgia College identified by MAP-Works as socially at-risk left after their… (more)

Subjects/Keywords: college students; higher education; colleges & universities; college campuses; college integration; freshman persistence; first-year persistence; academic advising; freshmen introductory courses; first year experiences; residential learning communities; student mentoring programs; social support services; orientation programs; support groups; student attrition; persistence; student services; student retention; student attrition; student departure

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Christenson, L. C. (2014). Why socially at-risk students persist. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Christenson, Larry Clifford. “Why socially at-risk students persist.” 2014. Thesis, University of Georgia. Accessed January 26, 2021. http://hdl.handle.net/10724/27682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Christenson, Larry Clifford. “Why socially at-risk students persist.” 2014. Web. 26 Jan 2021.

Vancouver:

Christenson LC. Why socially at-risk students persist. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10724/27682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Christenson LC. Why socially at-risk students persist. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Bowling Green State University

15. Snyder, Julie A. An Exploration of the Effects of Student Characteristics and Engagement Practices on Academic Success for Low-Income Students.

Degree: PhD, Higher Education Administration, 2008, Bowling Green State University

  This study explored the academic success of low-income students in relation to engagement variables to determine an engagement model best suited for low-income students.… (more)

Subjects/Keywords: Higher Education; low-income students; academic success; student success; residential learning communities; first-year courses; NSSE; Astin's I-E-O model

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Snyder, J. A. (2008). An Exploration of the Effects of Student Characteristics and Engagement Practices on Academic Success for Low-Income Students. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206323236

Chicago Manual of Style (16th Edition):

Snyder, Julie A. “An Exploration of the Effects of Student Characteristics and Engagement Practices on Academic Success for Low-Income Students.” 2008. Doctoral Dissertation, Bowling Green State University. Accessed January 26, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206323236.

MLA Handbook (7th Edition):

Snyder, Julie A. “An Exploration of the Effects of Student Characteristics and Engagement Practices on Academic Success for Low-Income Students.” 2008. Web. 26 Jan 2021.

Vancouver:

Snyder JA. An Exploration of the Effects of Student Characteristics and Engagement Practices on Academic Success for Low-Income Students. [Internet] [Doctoral dissertation]. Bowling Green State University; 2008. [cited 2021 Jan 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206323236.

Council of Science Editors:

Snyder JA. An Exploration of the Effects of Student Characteristics and Engagement Practices on Academic Success for Low-Income Students. [Doctoral Dissertation]. Bowling Green State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206323236

16. Drechsler Sharp, Marybeth Joy. "Being the Faculty Face:" A Grounded Theory of Living-Learning Program Faculty Motives and Experiences.

Degree: Counseling and Personnel Services, 2012, University of Maryland

 Few evident incentives exist for faculty to become involved with living-learning programs. The purpose of this constructivist grounded theory study was to investigate the motives… (more)

Subjects/Keywords: Higher education; Higher education administration; Educational administration; faculty; faculty experiences; faculty motives; grounded theory; living-learning; residential learning communities

residential learning communities and those living in traditional residential environments. Although… …type of learning community found on college and university campuses. Learning communities… …Well-conceived 5 student learning communities are intended to combat this problem, and to… …15) Learning communities, as broadly conceptualized, and living-learning environments… …to learning communities and living-learning programs as means of resolving issues (… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Drechsler Sharp, M. J. (2012). "Being the Faculty Face:" A Grounded Theory of Living-Learning Program Faculty Motives and Experiences. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/12776

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Drechsler Sharp, Marybeth Joy. “"Being the Faculty Face:" A Grounded Theory of Living-Learning Program Faculty Motives and Experiences.” 2012. Thesis, University of Maryland. Accessed January 26, 2021. http://hdl.handle.net/1903/12776.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Drechsler Sharp, Marybeth Joy. “"Being the Faculty Face:" A Grounded Theory of Living-Learning Program Faculty Motives and Experiences.” 2012. Web. 26 Jan 2021.

Vancouver:

Drechsler Sharp MJ. "Being the Faculty Face:" A Grounded Theory of Living-Learning Program Faculty Motives and Experiences. [Internet] [Thesis]. University of Maryland; 2012. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/1903/12776.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Drechsler Sharp MJ. "Being the Faculty Face:" A Grounded Theory of Living-Learning Program Faculty Motives and Experiences. [Thesis]. University of Maryland; 2012. Available from: http://hdl.handle.net/1903/12776

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Christensen, Rebecca Dora. "Making a Difference": Residential Learning Community Students' Trajectories Toward Promoting Social Justice.

Degree: PhD, Higher Education, 2016, University of Michigan

 Preparing students to create a more just society is an increasingly important challenge in higher education. The beginning of students’ undergraduate years is often a… (more)

Subjects/Keywords: social justice education; residential learning communities; social change; first-year students; college diversity experiences; social justice and diversity student outcomes; Education; Social Sciences

…10 Residential Learning Communities… …reside in residential learning communities (RLCs) that encourage or require… …current body of literature related to residential learning communities, college diversity… …study, residential learning communities (RLCs). I will then explore the literature… …after their time in MCSP. Residential Learning Communities (RLCs) A substantial body… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Christensen, R. D. (2016). "Making a Difference": Residential Learning Community Students' Trajectories Toward Promoting Social Justice. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/133349

Chicago Manual of Style (16th Edition):

Christensen, Rebecca Dora. “"Making a Difference": Residential Learning Community Students' Trajectories Toward Promoting Social Justice.” 2016. Doctoral Dissertation, University of Michigan. Accessed January 26, 2021. http://hdl.handle.net/2027.42/133349.

MLA Handbook (7th Edition):

Christensen, Rebecca Dora. “"Making a Difference": Residential Learning Community Students' Trajectories Toward Promoting Social Justice.” 2016. Web. 26 Jan 2021.

Vancouver:

Christensen RD. "Making a Difference": Residential Learning Community Students' Trajectories Toward Promoting Social Justice. [Internet] [Doctoral dissertation]. University of Michigan; 2016. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/2027.42/133349.

Council of Science Editors:

Christensen RD. "Making a Difference": Residential Learning Community Students' Trajectories Toward Promoting Social Justice. [Doctoral Dissertation]. University of Michigan; 2016. Available from: http://hdl.handle.net/2027.42/133349


University of Florida

18. Nunn, Melissa M. The Effects of Goals, Attitudes, and Beliefs on the Celebratory Drinking Behaviors of Residential College Students on College Football Game Days.

Degree: MS, Family, Youth and Community Sciences, 2007, University of Florida

 Alcohol abuse is a common and pressing problem on college campuses and there are many factors that support and even encourage these drinking behaviors. My… (more)

Subjects/Keywords: Academic communities; Alcohol drinking; Alcoholic beverages; Alcohols; College athletics; College students; Colleges; Drinking games; Educational games; Go; academic, alcohol, celebratory, college, expectancies, football, fun, goals, health, initiative, learning, living, residential, risk, social, students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nunn, M. M. (2007). The Effects of Goals, Attitudes, and Beliefs on the Celebratory Drinking Behaviors of Residential College Students on College Football Game Days. (Masters Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0021225

Chicago Manual of Style (16th Edition):

Nunn, Melissa M. “The Effects of Goals, Attitudes, and Beliefs on the Celebratory Drinking Behaviors of Residential College Students on College Football Game Days.” 2007. Masters Thesis, University of Florida. Accessed January 26, 2021. https://ufdc.ufl.edu/UFE0021225.

MLA Handbook (7th Edition):

Nunn, Melissa M. “The Effects of Goals, Attitudes, and Beliefs on the Celebratory Drinking Behaviors of Residential College Students on College Football Game Days.” 2007. Web. 26 Jan 2021.

Vancouver:

Nunn MM. The Effects of Goals, Attitudes, and Beliefs on the Celebratory Drinking Behaviors of Residential College Students on College Football Game Days. [Internet] [Masters thesis]. University of Florida; 2007. [cited 2021 Jan 26]. Available from: https://ufdc.ufl.edu/UFE0021225.

Council of Science Editors:

Nunn MM. The Effects of Goals, Attitudes, and Beliefs on the Celebratory Drinking Behaviors of Residential College Students on College Football Game Days. [Masters Thesis]. University of Florida; 2007. Available from: https://ufdc.ufl.edu/UFE0021225

19. Setari, Ryan R. SUPPORT NETWORKS OF “EDUCATIONAL PIONEERS”: A METHODOLOGICAL APPROACH FOR EXAMINING THE IMPACT OF A RESIDENTIAL LEARNING COMMUNITY ON FIRST-GENERATION STUDENTS.

Degree: 2017, University of Kentucky

 The purpose of this study is to demonstrate the use of social network analysis to examine the peer involvement and supportive relationships of students living… (more)

Subjects/Keywords: Social Network Analysis; first-generation college students; residential learning communities; college student development; educational evaluation; Educational Assessment, Evaluation, and Research; Higher Education

…25 Residential learning communities… …persistence is the development of residential learning communities (RLCs; Inkelas et al., 2007… …chapter also discusses residential learning communities for first-generation students, as well… …learning communities (RLCs) exclusively for first-generation college students, and the… …other college student development theorists, these communities anticipate that students will… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Setari, R. R. (2017). SUPPORT NETWORKS OF “EDUCATIONAL PIONEERS”: A METHODOLOGICAL APPROACH FOR EXAMINING THE IMPACT OF A RESIDENTIAL LEARNING COMMUNITY ON FIRST-GENERATION STUDENTS. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/epe_etds/49

Chicago Manual of Style (16th Edition):

Setari, Ryan R. “SUPPORT NETWORKS OF “EDUCATIONAL PIONEERS”: A METHODOLOGICAL APPROACH FOR EXAMINING THE IMPACT OF A RESIDENTIAL LEARNING COMMUNITY ON FIRST-GENERATION STUDENTS.” 2017. Doctoral Dissertation, University of Kentucky. Accessed January 26, 2021. https://uknowledge.uky.edu/epe_etds/49.

MLA Handbook (7th Edition):

Setari, Ryan R. “SUPPORT NETWORKS OF “EDUCATIONAL PIONEERS”: A METHODOLOGICAL APPROACH FOR EXAMINING THE IMPACT OF A RESIDENTIAL LEARNING COMMUNITY ON FIRST-GENERATION STUDENTS.” 2017. Web. 26 Jan 2021.

Vancouver:

Setari RR. SUPPORT NETWORKS OF “EDUCATIONAL PIONEERS”: A METHODOLOGICAL APPROACH FOR EXAMINING THE IMPACT OF A RESIDENTIAL LEARNING COMMUNITY ON FIRST-GENERATION STUDENTS. [Internet] [Doctoral dissertation]. University of Kentucky; 2017. [cited 2021 Jan 26]. Available from: https://uknowledge.uky.edu/epe_etds/49.

Council of Science Editors:

Setari RR. SUPPORT NETWORKS OF “EDUCATIONAL PIONEERS”: A METHODOLOGICAL APPROACH FOR EXAMINING THE IMPACT OF A RESIDENTIAL LEARNING COMMUNITY ON FIRST-GENERATION STUDENTS. [Doctoral Dissertation]. University of Kentucky; 2017. Available from: https://uknowledge.uky.edu/epe_etds/49

.