Different by Design: An Examination of Student Outcomes Among Participants in Three Types of Living-Learning Programs

By K. Inkelas, J. L. Weisman. 2003

237 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ff90f914567689f2145db441ebd71f4354033c39

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Supporting Students' Intentions to Persist in STEM Disciplines: The Role of Living-Learning Programs among other Social-Cognitive Factors (2012, background): “…foster a sense of community among students and faculty, to deepen students’ sense of belonging to the institution, and to develop an academic identity that is squarely attached to the institution’s core educational mission (Brower & Dettinger, 1998; Inkelas & Weisman, 2003; Shapiro & Levine, 1999).”
What Student Affairs Professionals Need to Know About Student Engagement (2009, background): “Inkelas & Weisman, 2003; NSSE 2007), as do approaches to study abroad (Lewin, 2009), supervising student–faculty research (Boyd & Wesemann, 2009), or the timing, duration, and structure of internships and other field placements such as student teaching.”
Sentido de Pertenencia (2008, methodology): “For years, this finding has been used to justify new developments around housing policies, orientation programs for campus residents, and living– learning communities (Inkelas & Weisman, 2003; Woosley & Johnson, 2006).”
An Investigation of the Contingent Relationships Between Learning Community Participation and Student Engagement (2011, background): “This finding is consistent with previous research which found that learning community participation was related to a variety of types of engagement (Inkelas et al. 2004, 2007b; Inkelas and Weisman 2003; NSSE 2007; Pike 1999, 2002; Pike et al. 1997; Zhao and Kuh 2004).”
The Role of Supportive Relationships in Facilitating African American Males' Success in College (2008, background): “Thus, increased efforts to design and implement faculty-student mentoring programs, peer-mentoring programs, and living-learning communities (Inkelas & Weisman, 2003) that bring students in contact with faculty and staff are likely to reap rich dividends in terms of Black men’s success and their…”
Living–Learning Programs and First-Generation College Students’ Academic and Social Transition to College (2007, methodology): “…focused on single-institution studies, has demonstrated that students in L/L programs were more likely to persist, have higher academic achievement, be involved in campus activities, and interact with faculty and peers (Inkelas and Weisman, 2003; Pike, 1999; Pike et al., 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 ( ”