Increasing Student Involvement through Residence Hall Lifestyle Assignments and Developmental Programming
The philosophy and sophistication of residence hall professionals have changed with the evolution of American higher education. What was once only thought of as a place to sleep is now a critical factor in the growth and development of the whole student. In more recent years, higher education professionals have demonstrated that student involvement contributes to student persistence and individual growth and development. Through fostering supportive learning communities that promote student involvement, residence hall professionals are able to impact the lives of students significantly. The purpose of this study is to investigate the effects of three lifestyle assignments (in terms of gender) on the involvement of students in residence hall activities. A 34 item questionnaire, featuring a nine-item "Residence Hall Involvement Scale," was utilized for the study. The results demonstrate that coeducational residence halls foster significantly more and varied student involvement than single-sex male and female halls. These findings provide useful information for persons seeking to enhance the student involvement and retention of the significant percentage of freshmen who live in residence halls.
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Document Type: Research Article
Publication date: January 1, 1994
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- The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions.
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