Document Type
Article
Publication Date
3-2010
Source Publication
Journal of College Student Development
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
Originally published in Journal of College Student Development, Volume 51, No. 2 (March/April 2010), online at: http://0-muse.jhu.edu.libus.csd.mu.edu/journals/journal_of_college_student_development/summary/v051/51.2.wawrzynski.html
Used with permission from the American College Personnel Association (ACPA), One Dupont Circle, NW at the Center for Higher Education, Washington, DC 20036.