Faculty and student affairs staff involvement in learning communities at five midwestern public universities

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dc.contributor.advisor Murk, Peter J., 1942- en_US
dc.contributor.author Hargrave, Alan L. en_US
dc.date.accessioned 2011-06-03T19:26:24Z
dc.date.available 2011-06-03T19:26:24Z
dc.date.created 2000 en_US
dc.date.issued 2000
dc.identifier LD2489.Z64 2000 .H37 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/176608
dc.description.abstract The purpose of this qualitative study was to determine how participation in learning communities in colleges and universities affected the behaviors of faculty and residence life staff regarding student learning. Learning communities have been identified as instruments of curricular reform in higher education that focus institutional energies toward student learning. Several studies have documented the benefits that learning communities provide to students, and to a more limited extent, faculty members. However, information was lacking in the literature regarding how partcipation in learning communities affected the interaction between residence life staff members and faculty members.Purposive sampling was used to identify respondents in this study. Faculty and residence life staff members from five public, Midwestern universities with residentially-based learning communities were identified by the researcher. A semi-structured format was used to interview all respondents in their respective offices at their respective universities.The findings suggest that faculty and residence life staff who participate in learning communities have greater understanding and appreciation of one another's roles, are more likely to communicate with one another about specific student concerns, and coordinate in-class and out-of-class activities. Learning community models that are structured in such a manner that residence hall directors and faculty members regularly meet and are working with the same group of students appeared to foster the greatest degree of collaboration, cooperation, and communication between faculty and residence life staff. Additionally, the findings of this study support previous studies (Astin, 1996; Clark, 1987; Kirp, 1997) which indicated that the research orientation of a university can have negative effects upon teaching. en_US
dc.description.sponsorship Department of Educational Leadership
dc.format.extent ix, 181 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh College teachers -- Attitudes. en_US
dc.subject.lcsh Student affairs administrators -- Attitudes. en_US
dc.subject.lcsh Group work in education. en_US
dc.title Faculty and student affairs staff involvement in learning communities at five midwestern public universities en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1167795 en_US


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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