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TitleThe Different Effect of Collaborative Living and Learining - DRUM
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James Lucas Kohl, Doctor of Philosophy, 2009

Dissertation directed by: Professor, Alberto Cabrera, Education Leadership, Higher

Education and International Education

This study explores the association of students’ self-perceived critical thinking

ability with participation in Residential Honors living-learning programs versus

Civic/Social Leadership living-learning programs and non-participation in living-learning

programs. The study analyzes data from the 2004 National Study of Living-Learning

Programs survey using Multiple Linear Regression. The sample consists of 637 First-

Year students from 8 institutions of higher education from across the United States.

Findings reveal that self-perceived critical thinking ability is more related to participating

in Residential Honors programs than to living in the residence halls and that living-

learning program participation serves as an important conduit for college experiences

associated with critical thinking ability such as peer interaction, faculty interaction and

residence hall climate. The results also show that less than 1% of the variance in self-

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perceived critical thinking for is attributable to institutional characteristics supporting the

finding of Pascarella and Terenzini (2005) that between-college influences have less of

an effect on student developmental outcomes during college than within-college

influences. Based on the results, possible explanations for different relationships of self-

perceived critical thinking ability among living-learning programs are posed, implications

for practice are identified, and suggestions for future research are made.

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Table 9

Residence Hall Climate Composites

2003 2003 2004
Pilot Pilot NSLLP
Factor Cronbach Cronbach
Survey Question Loading Alpha Alpha

Academically supportive .793 .808
Environment supports academic achievement .706
Most students study a lot .612
Most students value academic success .555
It’s easy to form study groups .529
Adequate study space available .513
Staff helps with academics .501

Socially supportive .867 .868
Appreciate different races/ethnicities .747
Appreciate different religions .705
Help and support one another .699
Would recommend this residence hall .584
Intellectually stimulating environment .548
Different students interact with each other .545
Appreciation for different sexual orientation .544
Peer academic support .481

Note. Inkelas et al., (2004)


This chapter provided an overview of an empirical study that was designed to

explore the association of students’ self-perceived critical thinking ability with

participation in Residential Honors (RH) programs versus the association of students’

self-perceived critical thinking ability and Civic/Social Leadership (CSL) programs and

non-participation in living and learning programs (NPLL). A detailed discussion of the

purpose of the study, research question and hypothesis, conceptual model, research

design, and data analysis were included. The next chapter reports the results of the

analyses described in this chapter. The results chapter first discusses the preliminary


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descriptive analysis, the impact of missing data, and correlations between bivariate-pairs.

Finally, the results of the two multiple linear regression analysis are discussed.


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