#ACPA16 provides an opportunity to discus global concepts in higher, post- secondary, and tertiary education. Please remember that not everyone in the room is from the same country nor works within the same system of higher or tertiary education. We invite you to use language that welcomes all participants to the conversation. Engage: Tweet what you learn using #ACPA16 Reflect: How will you actualize what you learn in this session? Welcome to #ACPA16 in Montreal, we are glad you are here! Bienvenue à #ACPA16 à Montréal, nous sommes heureux que vous soyez là! Please silence your phone.
Transcript
#ACPA16 provides an opportunity to discus global concepts in higher, post-secondary, and tertiary education. Please remember that not everyone in the room is from the same country nor works within the same system of higher or tertiary education. We invite you to use language that welcomes all participants to the conversation. Engage: Tweet what you learn using #ACPA16 Reflect: How will you actualize what you learn in this session?
Welcome to #ACPA16 in Montreal, we are glad you are here!
Bienvenue à #ACPA16 à Montréal, nous sommes heureux que vous
soyez là!
Please silence your phone.
Living on Campus: Does it Still Make a Difference?
Polly Graham, Sarah Hurtado, & Bob Gonyea
Center for Postsecondary Research Indiana University School of Education
ACPA in Montreal, 2016
What do we know about on-campus living?
Historically, positive effects of living on campus
• Belonging • Involvement & Engagement • Openness to
The residence hall environment is “perhaps the single most consistent within-college determinant of the impact of college.”
(Pascarella & Terenzini, 1991, p. 611)
Importance of Peers
Peer influence is an important factor in student success. (Astin,1993; de Araujo and Murray, 2010; Dumford, Ribera, & Miller, 2015)
“Finally, the single most important environmental influence on student development is the peer group. By judicious and imaginative use of peers groups, any college or university can substantially strengthen its impact on student learning and personal development”
(Astin, 1993, p. xxii).
Residence Hall Design
Different types of residence halls, such as suite-style versus traditional dormitories, can have an impact on student interactions. (Brandon, Hirt, and Cameron, 2008; Owens, 2010)
Students in traditional halls have more frequent interactions with other residents than their counterparts in suite-style halls.
(Brandon, Hirt, and Cameron, 2008)
Complicating the Picture
Recent studies emphasize that the effects of living on campus can vary by different student subpopulations and across different institutional types. (Harwood, Huntt, Mendenhall, & Lewis, 2012; Pascarella & Terenzini, 2005; Schudde, 2011; Strayhorn and Mullins, 2012; Turley & Wodtke, 2010)
African American, Asian American, Latino, and Native American students experienced over 70 distinct racial microaggressions while living in residence halls.
(Harwood, Huntt, Mendenhall & Lewis, 2012)
Research Question
What is the relationship between residential status and student engagement, particularly comparing students who live on campus with students who live within walking distance and with students who live farther than walking distance?
National Survey of Student Engagement (NSSE)
Ø Large-scale, multi institutional survey administered annually to first-year and senior baccalaureate seeking students
Ø Asks students questions about their engagement in educationally purposeful in-class and out-of-class activities
Ø Focus on diagnostic & actionable information
Ø 10 Engagement Indicators and 6 High-Impact Practices
Living Arrangements
Which of the following best describes where you are living while attending college?
q Dormitory or other campus housing (not fraternity or sorority house)
q Residence (house, apartment, etc.) within walking distance to the institution
q Residence (house, apartment, etc.) farther than walking distance to the institution
Research Univ (very high research ac0vity) 4 7 Research Univ (high research ac0vity) 7 6 Doctoral/Research Univ 5 5 Master's Colleges and Univ (larger prog) 28 25 Master's Colleges and Univ (medium prog) 11 11 Master's Colleges and Univ (smaller prog) 6 7 Baccalaureate Colleges -‐ Arts & Sciences 16 16 Baccalaureate Colleges -‐ Diverse Fields 17 23
Study Sample
Residence statusa
Demographic variables On campus Within walking distance
Farther than walking distance
Sex Female 67% 61% 67% Male 34% 39% 33%
Race or ethnicity
American Indian or Alaska Na0ve 1% 1% 1% Asian 4% 7% 8% Black or African American 8% 9% 7% Hispanic or La0no 9% 13% 20% Na0ve Hawaiian or Other Pacific Islander 0% 0% 1% White 67% 52% 52% Other 0% 0% 0% Foreign or Nonresident alien 3% 13% 3% Two or more races/ethnici0es 4% 4% 4% Unknown 4% 4% 5%
Grades Mostly A grades 48% 44% 47% Mostly B grades 44% 46% 44% Mostly C grades or lower 8% 9% 9%
Study Sample
Residence statusa
Demographic variables On campus Within walking distance
Farther than walking distance
Major
Arts & Humani0es 11% 10% 8% Biological Sciences, Agric., & Nat. Res. 12% 11% 11% Physical Sci., Math., & Computer Sci. 6% 6% 6% Social Sciences 12% 10% 10% Business 14% 16% 15% Communica0ons, Media, & Public Rel. 5% 4% 3% Educa0on 8% 6% 8% Engineering 8% 9% 7% Health Professions 14% 15% 19% Social Service Professions 4% 4% 6% All Other 4% 5% 4% Undecided, undeclared 4% 3% 3%
First-‐Gend No 66% 57% 43% Yes 34% 43% 57%
Age Not tradi0onal age 1% 11% 15% Tradi0onal age (20 or younger) 99% 89% 85%
Transfer Started here 95% 88% 87% Started elsewhere (transfer) 5% 12% 13%
Dependent Variables
• Time Preparing for Class • Collaborative Learning
(CL) • Discussions with Diverse
Others (DD) • Student-Faculty
Interaction (SF) • Quality of Interactions (QI) • Supportive Environment
(SE)
• Perceived co-curricular gains • Working effectively with others; • Developing or clarifying a
personal code of values and ethics;
• Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.);
• Solving complex real-world problems;
• Being an informed and active citizen
Analytical Method
• Block Hierarchical Regression • Block 1: Student and Institution Characteristics • Block 2: Residence—Dummy variables for “within walking
distance” and “farther than walking distance”
• Interested in amount of variance explained by the residence variable, controlling for general differences among students and types of institutions. • R Square statistic represents the amount of variance in the
dependent variable that is explained by the independent variables. • Thus, we are interested in the change in R Square from Block 1 to
Perceived Gains-‐Cocurric .04 .000 *** .04 *** -‐.01 Time Prep for Class .11 .000 *** -‐.04 *** -‐.06 *** a. Change in R2 (amount of variance explained in the dependent variable) aker the residence variable (dummy coded) was added. Living on campus is the reference group. * p<.05, ** p<.01, *** p<.001
Discussion/Areas for Future Research
• Changes in residence hall construction and peer influence
• Increased attention on commuter student success
• First year experience programming
• The changing nature of off-campus housing options
• Increased usage of social media
Thank You
Thank you for learning with us! Nous vous remercions pour avoir appris avec nous! Evaluate: • Please complete your session evaluation using the
CrowdCompass • Commit: What do you commit to doing as a result of
participating in this session? Tweet your commitment using #ACPA16
