Document Type

Article

Language

eng

Format of Original

17 p.

Publication Date

3-2010

Publisher

American College Personnel Association (ACPA)

Source Publication

Journal of College Student Development

Source ISSN

0897-5264

Original Item ID

doi: 10.1353/csd.0.0119

Abstract

This longitudinal study investigated to what extent noncognitive variables (e.g., expectations for college) and the college environment (i.e., academically based living-learning communities) influence students' college experience. This research goes beyond grouping all living-learning students into one category, which has dominated much of the literature, by using an empirically derived structural typology for living-learning communities (Inkelas, Longerbeam, Leonard, & Soldner, 2005). Results suggest that being a student in a collaborative living-learning community is more likely to predict greater peer academic interactions and an enriching educational environment. Implications for practice and future research are discussed.

Comments

Published version. Journal of College Student Development, Vol. 51, No. 2 (March 2010): 201-217. DOI. © American College Personnel Association (ACPA) 2010. Used with permission.

Included in

Education Commons

Share

COinS