The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - 15

Themed Residential Learning Communities

RESIDENCE HALL SATISFACTION
Researchers have used satisfaction scales as a means to rate living arrangements (Li, Shelley, & Whalen, 2005), the effectiveness of learning communities, and special program residence halls (Li, McCoy, Shelley, & Whalen, 2005). Research on the relationship between residence hall satisfaction and student development has consistently shown that student persistence to graduation is greatly improved by living on campus and that those living in learning communities have even greater gains in satisfaction with the living and learning experience. Johnson and Romanoff (as cited in St. Onge et al., 2003) found that students in learning communities were more satisfied with the institution and persisted at a higher rate. The study also found that these students showed significantly higher interactions with faculty and scored higher ratings for overall satisfaction with their institution than did non-learning community students. Tinto (1998) found that students participating in a Seattle Community College learning community “continued at a rate approximately 25 percentage points higher than those students in the traditional curriculum” (p. 172). Levitz, Noel, and Richter (1999) contend that student satisfaction and success may be directly related to retention: “Student retention is the primary gauge for collectively assessing the success—defined much more broadly than just academic success—of students, and therefore of an institution” (p. 31).

Research on the relationship between residence hall satisfaction and student development has consistently shown that student persistence to graduation is greatly improved by living on campus and that those living in learning communities have even greater gains in satisfaction with the living and learning experience .

programs was for undergraduate students. All three of the learning communities were located in high-rise buildings on campus. The learning communities were a core component of the institution’s living-learning program and were designed to create opportunities for students and faculty to interact outside the classroom and to allow students to become more active in their learning process. The purpose of the mixed method study was to determine if participation in themed residential learning communities influenced students’ perceptions regarding their experience at the institution. The following question was of particular interest to the researchers and was used to guide the study: Do themed residential learning communities contribute to a student’s satisfaction with their overall university experience, residence hall living experience, residence hall learning experience, their interactions with residence hall student staff, and their academic experience?
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PURPOSE AND RATIONALE
The residence life department in this study was responsible for three themed residential learning communities: engineering/architecture, pharmacy, and wellness. Each of these academic

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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1

The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1
Contents
Letter from the Editor
Themed Residential Learning Communities: The Importance of Purposeful Faculty and Staff Involvement and Student Engagement
Faculty and Staff Member Benefits from Involvement in Living-Learning Programs
Stay Out of My Space! Territoriality and Nonverbal Immediacy as Predictors of Roommate Satisfaction
"Our Best Friend Is Moving Away": Exploring Parent Transition and Involvement During Their Student's First Year in College
Job Satisfaction, Recruitment, and Retention of Entry-Level Residence Life and Housing Staff
The Philosophy of University Housing
Rewinding Forward: What James A. Wallace's 1980 Essay "The Philosophy of University Housing" Tell Us About Where We've Been, Where We Are, and Where We're Heading
The Journal of College and University Student Housing Volume 39, No. 1 - Promoting Learning and Development with College Men Theme Issue
Introduction - Promoting Learning and Development with College Men
Trial and Error: Negotiating Manhood and Struggling to Discover True Self
Investigating Black Gay Male Undergraduates’ Experiences in Campus Residence Halls
Exploring Living-Learning Communities as a Venue for Men’s Identity Construction
Social Camouflage: Interpreting Male Student Veterans’ Behavior for Residence Life Professionals
“Are You as Hard as 50 Cent?” Negotiating Race and Masculinity in the Residence Halls
Men’s Identity Development: Issues and Implications for Residence Life
The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1
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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - Contents
The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - Letter from the Editor
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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - Themed Residential Learning Communities: The Importance of Purposeful Faculty and Staff Involvement and Student Engagement
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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - Stay Out of My Space! Territoriality and Nonverbal Immediacy as Predictors of Roommate Satisfaction
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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - "Our Best Friend Is Moving Away": Exploring Parent Transition and Involvement During Their Student's First Year in College
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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - Job Satisfaction, Recruitment, and Retention of Entry-Level Residence Life and Housing Staff
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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - The Philosophy of University Housing
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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - Rewinding Forward: What James A. Wallace's 1980 Essay "The Philosophy of University Housing" Tell Us About Where We've Been, Where We Are, and Where We're Heading
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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - Introduction - Promoting Learning and Development with College Men
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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - Trial and Error: Negotiating Manhood and Struggling to Discover True Self
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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - Investigating Black Gay Male Undergraduates’ Experiences in Campus Residence Halls
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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - Exploring Living-Learning Communities as a Venue for Men’s Identity Construction
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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - Social Camouflage: Interpreting Male Student Veterans’ Behavior for Residence Life Professionals
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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - “Are You as Hard as 50 Cent?” Negotiating Race and Masculinity in the Residence Halls
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The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - Men’s Identity Development: Issues and Implications for Residence Life
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