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Student Outcomes: The Impact of Varying Living-Learning Community Models

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Abstract

This study explores the effect of three distinct living-learning community models on a variety of student experience and academic performance outcomes. Central to the analysis is an investigation of whether there are differences in outcomes for learning communities with different missions and structures, all three of which fall into the “Linked Course” learning community design. Even in the least coordinated, most basic, learning community model, students show more positive outcomes (first semester GPA, retention, first-year experience) than nonlearning community students. The fact that simple structures that facilitate student interaction around academic work (even without coordinated faculty involvement) have a positive effect for students of all preparation levels provides encouragement to campus leaders with limited resources who are working to develop methods for improving the undergraduate educational experience on their campuses.

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  1. Whitmore Administration Building, Amherst, MA, 01003

    Martha L. A. Stassen

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  1. Martha L. A. Stassen
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Correspondence to Martha L. A. Stassen.

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Stassen, M.L.A. Student Outcomes: The Impact of Varying Living-Learning Community Models. Research in Higher Education 44, 581–613 (2003). https://doi.org/10.1023/A:1025495309569

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