From Expectations to Experiences: Using a Structural Typology to Understand First-Year Student Outcomes in Academically Based Living-Learning Communities
Format of Original
American College Personnel Association (ACPA)
Journal of College Student Development
Original Item ID
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.
Wawrzynski, Matthew R. and Jessup-Anger, Jody, "From Expectations to Experiences: Using a Structural Typology to Understand First-Year Student Outcomes in Academically Based Living-Learning Communities" (2010). College of Education Faculty Research and Publications. 91.
Published version. Journal of College Student Development, Vol. 51, No. 2 (March 2010): 201-217. DOI. © 2010 American College Personnel Association (ACPA). Used with permission.