Document Type

Article

Language

eng

Format of Original

32 p.

Publication Date

Spring 2012

Publisher

Johns Hopkins University Press

Source Publication

The Review of Higher Education

Source ISSN

0162-5748

Original Item ID

doi: 10.1353/rhe.2012.0022

Abstract

Residential colleges in large, public research universities purport to create a small liberal arts environment with the resources of a major university, but little empirical attention has been paid to their claims of effectiveness. This study examined one facet of the liberal arts ideal, the development of lifelong learners. Hierarchical Linear Modeling was utilized to examine student characteristics, residential college environments, and cross-level interactions. Findings illustrate that students’ motivations, coupled with an ethos of academic challenge and faculty/student interaction in their residential college environment, were associated with developing lifelong learners. Findings and implications are discussed in the context of existing research.

Comments

Published version. The Review of Higher Education, Vol. 35, No. 3 (Spring, 2012): 431-462. DOI. © 2012 Association for the Study of Higher Education. Reprinted with permission by The Johns Hopkins University Press.

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