Presenter(s)

Jordyn M Baker

Comments

This poster reflects research conducted as part of a course project designed to give students experience in the research process.

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Description

Living-Learning Communities are a nexus for the student experience. They bring classroom learning to the residence halls and build community through out-of-class social interactions. Jessup-Anger, Johnson, and Wawryznksi (2012) found that living-learning communities allowed men to actively engage in healthy gender identity development and find friends with similar interests, outside of binge-alcohol use. The University of Dayton believes deeply in the Marianist value of community and the integrated learning-living communities (ILLC) are no exception. Unique residential experiences are key components of the student experience and it is important to understand how these opportunities influence students’ curricular and co-curricular experiences. Through ten interviews, this phenomenological study sought to understand how integrated learning-living communities at the University of Dayton influenced the social, personal, and educational experiences of female, first-year students. Female students spoke positively about their ILLC experiences, stating that they provide friendships and comfort for classroom experiences as well as academic support in the form of study groups and motivation.

Publication Date

4-5-2017

Project Designation

Course Project - Graduate

Primary Advisor

Savio D. Franco

Primary Advisor's Department

Counselor Education and Human Services

Keywords

Stander Symposium project, student affairs, School of Education and Health Sciences

Strong Willed Women: A Qualitative Analysis of First-Year, Female College Students in Integrated Learning-Living Communities

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