This study examines college environments and outcomes among students in three different types of living-learning programs compared with a control sample at one university. Results reveal that living-learning students exhibit higher levels of engagement in college activities with stronger academic outcomes, and experiences that varied by program type.
Because of these goals (shared learning between both students and faculty and connected learning where courses are offered in some type of theme or subject), there were four basic models of learning communities: linked or clustered courses, freshman interest groups (FIGs), coordinated studies, and residence-based programs.
Inkelas, K. K., & Weisman, J. L. (2003). Different by design: An examination of student outcomes among participants in three types of living-learning programs. Journal of College Student Development, 44(3), 335-368.
|Links to Article||https://scholar.google.com/scholar?hl=en&as_sdt=0%2C50&q=Inkelas%2C+K.+K.%2C+%26+Weisman%2C+J.+L.+%282003%29.+Different+by+design%3A+An+examination+of+student+outcomes+among+participants+in+three+types+of+living-learning+programs.+Journal+of+College+Student+Development%2C+44%283%29%2C+335-368.&btnG=|
|Publication Type||Journal Article|
|In Publication||Journal of College Student Development|
|Type of Research||Quantitative|
|Research Design||Survey research (qualitative or quantitative)|
|Intervention/Areas of Study||Engagement, Learning community, Student motivation, Student support, Student-student interactions|
|Level of Analysis||Student-level|
|Specific Populations Examined||First-year students, Undergraduates|
|Specific Institutional Characteristics of Interest||Other|
|Specific Course or Program Characteristics|
|Outcome Variables of Interest||Academic achievement or performance, including assessment scores and course grades, Learning effectiveness, Retention|
|Student Sample Size||0-99|