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- W190214606 abstract "This qualitative study employed focus group interviews to explore students' perceptions of three well established academically based living-learning communities at a large, land-grant university in the Midwest. Three themes emerged that illustrated students' perceptions of a culture that promoted seamless learning, a scholarly environment, and an ethos of relatedness among faculty, staff, and peers. Implications for practice and future research are discussed. Learning Reconsidered advocates for a coordinated, campus-wide effort to create transformative educational experiences for students in aU aspects of their Uves (National Association of Student Personnel Administrators & American CoUege Personnel Association, 2004). One such effort for creating educational experiences for students should include student affairs educators and faculty focusing on Uving-learning communities. For students residing on campus, Uving-learning communities are one way to integrate the classroom and residence haU environments, blurring the boundaries of the classroom and students' co-curricular activities into a seamless whole (Kuh, 1996; Kuh, Kinzie, Schuh, & Whitt, 2005). Living-learning communities consist of participants who: (1) Uve together on-campus, (2) take part in a shared academic endeavor, (3) use resources in their residence environment designed specificaUy for them, and (4) have structured social activities in their residential environment that stress academics (Inkelas, Zeller, Murphy, & Hummel, 2006, p. 11). Most current research on Uving-learning communities is quantitative, seeking to understand the outcomes of students' participation in terms of their interaction with faculty (Inkelas & Weisman, 2003; Stassen, 2003), peer interaction and social integration (Inkelas & Weisman; Pike, 1999; Pike, Schroeder, & Berry, 1997), and persistence (PascareUa & Terenzini, 1981; 2005; Stassen, 2003; Tinto, 1997). Although there is growing evidence detailing positive learning outcomes associated with Uving-learning communities (see BUmUng's (1998) metaanalysis), less attention has been paid to understanding how these environments actuaUy produce these outcomes. Furthermore, existing studies often group aU Uving-learning students together and compare them to traditional residence haU peers, negating differences between types of Uvmg-learning communities (e.g., thematic Uving-learning communities versus academicaUy based Uvmg-learning communities) and making it difficult to discern what about these communities makes them successful. The purpose of our study was to understand how students perceived their academic living-learning community environment and what aspects of the environment they valued. We explored how students described and made meaning of their involvement with the Hvmg-learning communities; how they believed their experiences were different from their nonhving-learning community peers; and what they believed to be die benefits of their particular Hvmg-learning community. The voices of our student participants elicited descriptions of the subde aspects and interactive elements of Hving-learning community participation, which are often overlooked in existing studies. Literature Review Existing research examining hving-learning community environments and student outcomes details conflicting findings regarding die influence of these environments on academic achievement, faculty and student interaction, and social integration. Using first semester GPAs as an indicator, Stassen (2003) found that students participating in hving-learning communities had greater academic achievement than dieir traditional residence hall peers, even after controlling for pre-entry characteristics. Pasque and Murphy (2005) reported similar findings from their study examining both intellectual engagement and academic achievement. On the other hand, Pike et al. (1997) found no connection between hving-learning community participation and academic achievement. …" @default.
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- W190214606 date "2009-01-01" @default.
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- W190214606 title "Exploring Students' Perceptions of Academically Based Living-Learning Communities." @default.
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