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- W2041661517 abstract "Colleges and universities in the United States arecurrently in the midst of a debate on how to integrate students'academic and social lives in a manner similar to the centuries oldmodel of Oxford and Cambridge. One of the major initiatives bycolleges and universities is the re-establishment ofresidentially-based learning communities whose use has ebbed andflowed throughout the history of American higher education. Thefundamental purpose of these communities is to facilitateintentional interactions with faculty and peers within theresidence halls. The purpose of this study was to determinequantitatively if first year honors students at Boston College whoparticipated in a residentially-based learning community exhibitedgreater psychosocial development versus first year honors studentswho reside in traditional residence halls. The StudentDevelopmental Task and Lifestyle Assessment (SDTLA), based onChickering's theory of development, was employed to measure thepsychosocial growth of the students. The experimental groupconsisted of 32 first year honors students who resided in theHonors House and the control group was comprised of 64 first yearhonors students who resided in the traditional residence halls.Results of the study revealed that residing in a residentiallybased learning community was not the sole contributing factoraffecting the participants' psychosocial development. Male andfemale honors students who resided in the Honors House and thetraditional halls experienced similar patterns of developmentalgrowth over the course of their fall semester. It was also foundthat the mean scores of the participants in this study wereconsistently higher than the normative data on all tasks, subtasksand scales of the SDTLA. Despite the small sample size, the resultsappear to indicate that multiple factors, including theintentionality of Boston Colleges' Honors program and institutionalvalue for student formation, contributed to the participant'spsychosocial development." @default.
- W2041661517 created "2016-06-24" @default.
- W2041661517 creator A5004357435 @default.
- W2041661517 date "2010-05-01" @default.
- W2041661517 modified "2023-09-23" @default.
- W2041661517 title "The psychosocial effect of residentially-based learning communities on first year honors students in a highly selective private university" @default.
- W2041661517 hasPublicationYear "2010" @default.
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