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

By Martha L. A. Stassen. 2003

276 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fbf4c70d259cee264b2a55c6c7370e9f8969e915

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Citations in the corpus

Learning Communities: Examining Positive Outcomes (2007, background): “Similarly, three other programs did not include integration of course content but all included a residence hall component, two involved faculty or peer mentoring/tutoring, and one had a seminar (Stassen, 2003).”
Do First-Year Seminars Improve College Grades and Retention? A Quantitative Review of Their Overall Effectiveness and an Examination of Moderators of Effectiveness (2016, background): “(p. 19) Learning communities lead to both greater levels of student engagement (Zhao & Kuh, 2004) and institutional commitment (Stassen, 2003).”
The influence of relationship networks on academic performance in higher education: a comparative study between students of a creative and a non-creative discipline (2016, result): “The formation of an academic network is consistent with the idea of a learning community where common understandings of the practices and collective learning can take place (Stassen 2003).”
Living–Learning Programs and First-Generation College Students’ Academic and Social Transition to College (2007, background): “Research at several campuses has shown the benefits of L/L program participation on students’ academic and social transition to college (Inkelas and Weisman, 2003; Pike, 1999; Pike, Schroeder, and Berry, 1997; Stassen, 2003).”
Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes (2011, background): “Many studies have provided evidence indicating that participants had better ‘‘learning outcomes’’ (Zhao and Kuh 2004), ‘‘learned better’’ than nonparticipants (Tinto et al. 1994), took more responsibility for their own learning, got higher grades, and demonstrated greater persistence or retention (I”
An Assessment of Skills and Competencies Necessary for Entry-Level Student Affairs Work (2006, background): “…academic performance, intellectual development, and social development (e.g., Brower, 1997; Inkelas & Weisman, 2003; Pike, 1999; Scholnick, 1996; Stassen, 2003), however the varied empirical methods and idiosyncratic research questions of these individual assessments prevent comparison among…”