TY - JOUR
T1 - Differences in student outcomes by types of living-learning programs
T2 - The development of an empirical typology
AU - Inkelas, Karen Kurotsuchi
AU - Soldner, Matthew
AU - Longerbeam, Susan D.
AU - Leonard, Jeannie Brown
N1 - Funding Information:
This research was supported by a commissioned grant from the Association of College & University Housing Officers International Research Foundation A previous version of this manuscript was presented at the 2005 Annual Meeting of the Association for the Study of Higher Education, Philadelphia, PA
PY - 2008/9
Y1 - 2008/9
N2 - This study involved the development of the first empirical typology of living-learning programs and its use in the assessment of students' learning outcomes. Using two-step cluster analysis with data from nearly 300 living-learning programs at 34 U.S. postsecondary institutions, the authors identified three structural types of programs: (a) small, limited resourced, primarily residential life programs; (b) medium, moderately resourced, student affairs/academic affairs combination programs; and (c) large, comprehensively resourced, student affairs/academic affairs collaboration programs. Multiple regression analyses revealed that students in the large academic affairs/student affairs collaborations and small residential life-based living-learning program types exhibited stronger self-reported learning outcomes than those in the medium combination programs. Implications for future research and practice are discussed.
AB - This study involved the development of the first empirical typology of living-learning programs and its use in the assessment of students' learning outcomes. Using two-step cluster analysis with data from nearly 300 living-learning programs at 34 U.S. postsecondary institutions, the authors identified three structural types of programs: (a) small, limited resourced, primarily residential life programs; (b) medium, moderately resourced, student affairs/academic affairs combination programs; and (c) large, comprehensively resourced, student affairs/academic affairs collaboration programs. Multiple regression analyses revealed that students in the large academic affairs/student affairs collaborations and small residential life-based living-learning program types exhibited stronger self-reported learning outcomes than those in the medium combination programs. Implications for future research and practice are discussed.
KW - Living-learning programs
KW - Student learning outcomes
KW - Typology
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U2 - 10.1007/s11162-008-9087-6
DO - 10.1007/s11162-008-9087-6
M3 - Article
AN - SCOPUS:46349087163
SN - 0361-0365
VL - 49
SP - 495
EP - 512
JO - Research in Higher Education
JF - Research in Higher Education
IS - 6
ER -