subject:(residential learning communities)

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

URL: etd-04242012-133904 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1727

► 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)

▼ 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 students choose to live in these living learning communities (LLCs), there is little research on the benefits derived by specific groups of students. Students who are classified as at-risk, including first generation and / or from families challenged by low income levels were targeted for this research. The engagement of these at-risk students participating in LLCs was the focus of this mixed methods study. The research questions addressed by this study were directed toward understanding how participation in LLCs effect the engagement of at-risk students and how students’ perceived the benefits of support opportunities. In addition, a comparison of the perceptions of students who lived in LLCs that were discipline-specific with those who lived in non-discipline specific LLCs was made. This mix methods study was retrospective in nature given that sophomore students were asked about their first year experiences and opportunities. Surveys about perceptions of student engagement were administered to at-risk students participating in LLCs and traditional residence halls (TRHs) followed up by individual and focus group interviews to gain deeper insights about their experiences. More positive perceptions were reported by at-risk students with respect to academic integration and institutional climate in LLCs compared with TRH students and more positive perceptions were reported by at-risk students with respect to academic integration in discipline specific LLCs compared with non-discipline specific LLCs. In addition, the study results revealed distinctive faculty-student interaction within discipline specific LLCs and beneficial support opportunities. These beneficial support opportunities included LLC faculty office hours, peer study groups, sponsored events, faculty supplemental instruction and tutoring, rector advising, and faculty discussion groups. Findings from this inquiry have the potential to contribute to theory, practice, policy, and future studies of learning communities in higher education. Recommendations were made by the researcher from the study’s findings that included incorporating a second year LLC program, co-curricular programming for TRHs, and increased student exploration of their major field in non-discipline specific LLCs.

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

Record Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/11244/325444

► 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 Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10217/176631

► 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 Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: https://scholarworks.uvm.edu/envstheses/11

► 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 Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10217/170385

► 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 Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: https://encompass.eku.edu/etd/611

► 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 Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533219506487089

► 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)

▼ 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 over twenty years. The current iteration is based on research and best practices from the field of student development theory. Self studies at UD (Keen, 2010) using the National Survey of Student Engagement (NSSE) have been conducted regarding the efficacy of the ILLCs on campus; however, there had been little research collected on the academic outcomes. To lessen that void, my research question was: Does participation in an Integrated Learning-Living Community improve students’ critical thinking as measured by the CLA+: performance tasks and select response items, scientific and quantitative reasoning, critical reading and evaluation, and critique of an argument, against the theoretical backdrop from student development literature focused on seminal pieces from Kegan (1994) and Baxter-Magolda (2004a, 2004b, 2010) and including the important work by Inkelas, Szelenyi, Soldner, and Brower (2008) and other scholars. I used the Collegiate Learning Assessment +, a quantitative instrument produced by the Council for Aid to Education (CAE, 2015), to measure the pretest (August 2016) and the posttest (April 2017) critical thinking performance of 42 first-year students enrolled in the ILLCs at the University of Dayton. My data analysis included paired samples t-tests and a mixed ANOVA. Results showed no statistically significant increase in critical thinking on the 6 measures tested. Employing post hoc interviews of selected ILLC faculty, comparing participants’ CLA+ mastery to national student data, and reflections on the research design suggest these possible dynamics, among others: a ceiling effect, insufficient treatment duration, and insurmountable barriers to preventing participant attrition across the span of the study. Advisors/Committee Members: Ridenour, Carolyn (Committee Chair).

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 Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: https://scholarworks.uvm.edu/graddis/664

► 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 Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://digital.library.temple.edu/u?/p245801coll10,260249

►

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)

▼

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 to students who wished to not only describe their living experience, but also have this description heard. While living learning communities are not new to Residential Life departments on college campuses, the studies of such programs have predominantly been large scale quantitative studies conducted to assess the overall satisfaction that students feel with living in such a program or to ask one very specific question, typically related to drinking patterns or academic successes. Through the studying of one particular academic living learning community at a specific mid-Atlantic, urban university, I was able to delve deeper into the lives of students and develop a detailed holistic picture of the student experience specifically through the use of student interviews. My small sample, and immersion in the field, permitted an in depth understanding of all aspects of their residential and academic life related to their living learning community experience. The residents took advantage of the research as an opportunity to speak freely about issues that more macro researchers had not considered as potential impacts of student life within a living learning community. The research took place in one residential hall over an entire year. The data was gathered from a series of in-depth interviews and almost daily observations. Studying a select number of students within the community for a full academic year provided the opportunity to ask the same questions on numerous occasions and study how the students' responses changed or remained the same over time. This year long endeavor also permitted my immersion into the community and attendance at programs and events held within the living learning community allowing me to discover five themes relating to the student perspective of living learning communities: The Importance of Family, Social Activities as Opportunities to Bond, Accountability with Regards to Academics, Sense of Exclusivity, and the Importance of Personality on Perception of LLC Success. Through these themes, this study provides one of the few rigorous insights into life in a living learning community from the student perspective directly through the use of student voice, allowing for higher educational leaders and planners to take this individualized perspective into account in the organization, implementation, funding, and assessment of future living learning community endeavors.

Temple University – Theses

Advisors/Committee Members: Caldwell, Corrinne A., Cucchiara, Maia Bloomfield, Davis, James Earl, Schifter, Catherine, Ives, Stephanie;.

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

Record Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10919/26103

► 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)

▼ 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 and Universities establish diversity initiatives to address these concerns, yet educational disparities persist. Institutions of higher learning also address ways to enhance the educational development of undergraduate students. One such initiative involves a paradigm shift to extend the curriculum into residential learning communities (RLCs). Therefore, this study addresses the following research question: How do African American undergraduate students in RLCs perceive the role of these communities, particularly the kinds of contacts they afford with faculty, staff, and peers, in shaping their educational development? I used qualitative methods - open-ended semi-structured interviews, participant observations, and a questionnaire - to explore students' experiences in six academically-tied residential learning communities. Thirty-two current and former members participated in individual interviews. Sixteen full-time male and sixteen female students include twenty-two freshmen, four sophomores, four juniors and two seniors. Consistent with Astin's (1985, 1993b, 1996) work, this dissertation suggests that student involvement with faculty, peers and academics is necessary for retention. However, this study argues that a critical race theory (CRT) perspective is needed to make sense of the way peer interactions create racial barriers and lead some students to develop what I charaterize as "racial-cope-ability" skills to deal with racial challenges. High school background plays a role in how students fare in RLCs. High school leadership experiences support positive self-efficacy and help students connect with faculty, peers and activities at the onset of the collegiate experience. A number of RLC components help create positive affective and cognitive developmental experiences: A sense of belonging and a sense of community significantly impact psychosocial wellbeing, success and retention; Built-in support systems, educational advantages for retention and personalized experiences at a large PWI are reasons to recommend RLCs to other students; and Residential learning communities at PWIs can contribute to existing outreach efforts into untapped in-state and out-of-state communities, school systems and outreach efforts on campus. Advisors/Committee Members: Tlou, Josiah S. (committeechair), Dixon, Benjamin (committee member), Nespor, Jan K. (committee member), Burton, John K. (committee member), Graham, Richard Terry (committee member).

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

Record Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/2027.42/124728

► 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 Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: https://trace.tennessee.edu/utk_graddiss/3364

► 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…

1 more image…

Record Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: https://scholarworks.uvm.edu/envstheses/51

► 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…

Record Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10724/27682

► 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 Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206323236

► 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)

▼ 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. Specifically, Astin's Input-Environment-Outcome (I-E-O) model was used to investigate the differences among the stated variables. The input variables for this study were gender, student of color status, income level, first-generation status, and high school GPA. The environmental variables were compromised of the five benchmarks from the National Survey for Student Engagement (NSSE) and two campus variables specific to Bowling Green State University (participation in a residential learning community and a first-year course). The outcome variable for this study was academic success. The sample was 349 first-year students who had completed the Free Application for Federal Student Aid and the NSSE instrument in 2000, 2001, or 2003. To address the research questions t-tests, chi-squares, correlations, and a path analysis were conducted. The results indicated that the differences in the input variable of student of color status were significantly related to the environmental variables of enriching educational experiences and participation in a first-year course. The input variable of high school GPA was related to the environmental variable of active and collaborative learning, and the outcome variable of academic success. The input variable of first-generation status was related to the environmental variable of participation in a residential learning community. The environmental variable of supportive campus environments was related to the outcome variable of academic success. Finally, the adjusted model created by these results was tested but demonstrated an overall poor fit to explain academic success. Based on the input and environmental variables tested, this data set did not explain academic success at Bowling Green State University. This research does not support previous literature findings that indicated low-income students, students of color, and first-generation students struggle with academic success. Consideration of this phenomenon is discussed along with specific implications for Bowling Green State University. Broader policy recommendations are presented in relation to the retention and graduation of low-income students. Advisors/Committee Members: Dannells, Dr. Michael (Committee Chair).

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 Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/1903/12776

► 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)

▼ 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 and experiences of faculty members working with living-learning programs at doctoral-granting research institutions. Illuminating the experiences of living-learning faculty is necessary, because for these environments, their participation is a signature element. An enhanced understanding of what motivates faculty members to participate in living-learning programs can help administrators recruit and retain faculty partners, allow administrators to better structure opportunities to meet faculty's needs, and provide voice to living-learning faculty to potentially yield new theoretical understanding. The findings of this study revealed participants' different paths into and through work with living-learning programs. A grounded theory approach resulted in a model to guide practice for living-learning practice and research. The subsequent theory suggests that faculty members' interactions with living-learning environments are propelled by personal motivations and attributes, academic environment, and perceived advantages and disadvantages of involvement; these factors are depicted in the model by overlapping gears. In the model, a large gear represents living-learning faculty members' experiences, including their different roles and varied responsibilities, assorted challenges they navigate, and perspectives they hold about living-learning environments. For administrators seeking to involve faculty, the study's findings regarding what motivates faculty members to work within living-learning settings and their perspectives on their experiences can help with recruiting new faculty, assisting faculty with the transition to living-learning work, incentivizing living-learning involvement for faculty, developing relationships with faculty participants, and providing necessary support for faculty. For involved faculty, this study may help them investigate their own motives with an eye toward improving their living-learning experiences, point them toward resources or approaches they can integrate in their work, and promote self-exploration of what makes living-learning involvement meaningful to them. Advisors/Committee Members: Quaye, Stephen J (advisor).

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 (…

1 more image…

Record Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/2027.42/133349

► 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)

▼ 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 pivotal time of transition because they may encounter a vast array of curricular, co-curricular, and informal diversity experiences for the first time. This qualitative study utilizes a multiple case study approach to explore how one residential learning community, the Michigan Community Scholars Program (MCSP), provides intentional diversity experiences both within and outside of the classroom to first-year students. Students’ narratives indicated that their experiences in MCSP fostered a heightened sense of responsibility to “know” about their positionality in society, “care” about how societal inequities affect those from different social identity backgrounds, and “act” to create social change in their future lives and careers. Five trajectories were identified based on students’ top reason for joining MCSP: the Location Scouts, Service Enthusiasts, Personal Connectors, Community Seekers, and Aspiring Change Agents. Students’ reasons for becoming a member of the learning community, along with their social identity backgrounds, diversity of pre-college communities, and prior social justice knowledge, influenced their engagement in MCSP diversity experiences. Students’ involvement in dialogic conversations within their classes, co-curricular activities, and residential hall were particularly influential in their acquisition of social justice outcomes. Three sets of social justice outcomes emerged in the data: inward, outward, and forward. Students’ inward growth included acquiring awareness of societal inequities and demonstrating consciousness of their positionality (i.e., their privilege and power in society), along with educating themselves about social justice issues and reducing their own biases. Themes related their outward growth encompassed displaying cognitive (i.e., perspective-taking and intercultural openness), affective (i.e., empathetic understanding and “humanizing”), and behavioral empathy (i.e., gently engaging across differences), as well as educating others about social justice issues and “speaking out” against injustice. Their forward growth involved creating “small-scale” change in their everyday lives, and incorporating social justice into their future careers. Studying an RLC of this nature provides valuable insights about how postsecondary institutions can intentionally prepare students to become advocates and agents for social change from the moment that they arrive on campus. Advisors/Committee Members: Lawrence, Janet H (committee member), Posselt, Julie Renee (committee member), Gutierrez, Lorraine M (committee member), Schoem, David (committee member).

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…

13 more images…

Record Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: https://ufdc.ufl.edu/UFE0021225

► 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 Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

URL: https://uknowledge.uky.edu/epe_etds/49

► 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…

11 more images…

Record Details Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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

		in
And / Or
		in
And / Or
		in
And / Or
		in

Open Access Theses and Dissertations