Unintended Consequences of Collegiate Living-Learning Community Programs at a Public ...

244 Pages·2016·1.4 MB·English

University of Tennessee, Knoxville
Trace: Tennessee Research and Creative
Exchange
Doctoral Dissertations Graduate School
5-2015
Unintended Consequences of Collegiate Living-
Learning Community Programs at a Public
University
David Buchanan Smith
University of Tennessee - Knoxville,
To the Graduate Council:
I am submiting herewith a dissertation writen by David Buchanan Smith entitled "Unintended
Consequences of Collegiate Living-Learning Community Programs at a Public University." I have
examined the fnal electronic copy of this dissertation for form and content and recommend that it be
accepted in partial fulfllment of the requirements for the degree of Doctor of Philosophy, with a major in
Higher Education Administration.
J. Patrick Biddix, Major Professor
We have read this dissertation and recommend its acceptance:
Gary J. Skolits, Ernest W. Brewer, David W. Schumann
Accepted for the Council:
Dixie L. Tompson
Vice Provost and Dean of the Graduate School
(Original signatures are on fle with ofcial student records.)
Unintended Consequences of Collegiate Living-Learning
Community Programs at a Public University

A Dissertation Presented for the
Doctor of Philosophy
Degree
The University of Tennessee, Knoxville

David Buchanan Smith
May 2015
ii

Copyright © David Buchanan Smith

All rights reserved.
iii

Dedication

This dissertation is dedicated to those who believed in me. Specifically, I dedicate this
work to the late Dr. E. Grady Bogue, Professor Emeritus of the Department of Educational
Leadership and Policy Studies, whose encouragement, expectations, and love motivated me to
persist even in the face of great challenges. I miss him daily. I also dedicate this work to my
family: my wife, Noelle, and children, Reagan and Emma, who inspired me with the drive to
complete this project; and my parents, Oscar Smith and Patricia Smith, who have continually put
my needs before their own. I love each of you.
iv

Acknowledgements
First, I would like to thank my major professors, Dr. J. Patrick Biddix, Associate
Professor of the Department of Educational Leadership and Policy Studies, and Dr. E. Grady
Bogue, Professor Emeritus of the Department of Educational Leadership and Policy Studies, for
guiding me through this process. Their encouragement and wisdom provided me with the
motivation necessary to see this project through to completion. I am grateful for their belief in
me and my work.
I would also like to thank the members of my committee: Dr. Gary Skolits, Associate
Professor of the Educational Psychology and Counseling Department, Dr. Ernest Brewer,
Professor Emeritus of the Department of Educational Leadership and Policy Studies, and Dr.
David Schumann, Professor of Marketing of the Department of Marketing and Supply Chain
Management. Their input and guidance were critical in the success of this project. I am honored
to have studied under their direction, and I am grateful for their willingness to serve on this
committee.
I wish to thank my family for their support and faithfulness during the last six years. My
wife, Noelle, and children, Reagan and Emma, endured my erratic and tiresome schedule. They
supported me during this process and gave me the love and encouragement necessary to
persevere. Likewise, my parents, Oscar Smith and Patricia Smith, supported me in this quest to
further my education. They believed in me when I doubted myself. I am and have always been
thankful for their love and support.
Heartfelt thanks to the faculty members, colleagues, and friends who contributed to this
project directly by providing me with assistance, guidance, and suggestions. In particular, I owe
much to Dr. Margaret Sallee who provided me with suggestions and feedback from the onset of
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this project through completion. I am also grateful to those who contributed indirectly by
comforting me with friendship and support.
Finally, I am forever indebted to those who participated in this research project. Without
your contributions, this study would have been impossible. Thank you for your insight and
candor.
vi

Abstract
The current body of living-learning community (LLC) research primarily documents
programmatic impact relative to intended outcomes such as social integration and improved
academic performance. Conversely, few published studies address potential unintended
consequences of LLCs. Just as intended outcomes often result from purposive action, unintended
consequences may also occur when intentional programming produces unforeseen results.
Evidence suggests LLCs—particularly those serving first-time freshmen—may contribute to
unanticipated outcomes because of the complex social process occurring within peer groups of
post-adolescent students (Jaffee, 2007). Despite evidence that LLCs may produce unforeseen
outcomes, the impact of unintended consequences on LLCs remains relatively undocumented in
the research literature.
This qualitative comparative case study uncovered and documented unintended
consequences related to participation in two well-established LLC programs at a large public
university. Study participants included students, staff, faculty, and administrators who
participated in multiple data collection procedures. The findings of this study revealed that
unintended consequences occurred when relationships between program stakeholders eroded
over time. In the absence of programming to sustain group cohesion, LLC cohorts became
susceptible to an array of destructive social practices including social marginalization, insularity,
risky behavior, rebellion, and conflict. Findings further illustrated the importance of faculty
members and administrative personnel associated with LLCs in establishing and maintaining a
sense of community among program stakeholders. Implications for practitioners and
recommendations for future research are included.
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Table of Contents
Chapter 1 Background and Context ................................................................................ 1
Statement of the Problem .................................................................................................................7
Purpose of the Study ........................................................................................................................8
Research Questions ..........................................................................................................................8
Conceptual Framework ....................................................................................................................8
Significance of the Study .................................................................................................................9
Assumptions of the Study ..............................................................................................................11
Limitations of the Study.................................................................................................................12
Delimitations of the Study .............................................................................................................13
Definitions......................................................................................................................................13
Organization of the Study ..............................................................................................................16
Chapter 2 Review of the Literature ............................................................................... 18
History of Collegiate Learning Communities ................................................................................18
From West to East: The Influence of Evergreen ........................................................................24
Contemporary Learning Communities: What the Literature Reveals ...........................................32
Practices and Models ..................................................................................................................33
Linked courses model ........................................................................................................34
Learning clusters model .....................................................................................................35
Freshman interest group .....................................................................................................36
Federated learning communities ........................................................................................37
Coordinated studies ............................................................................................................39
Residential learning community programs ........................................................................40
Infinite Possibilities ....................................................................................................................41
Learning Community Research Findings ...................................................................................42
Academic integration and performance .............................................................................43
Social integration and sense of community .......................................................................46
Interdisciplinary learning ...................................................................................................49
Retention and persistence ..................................................................................................51
Learning Community Criticism ..................................................................................................54
Peer Cohorts in Collegiate Settings ...............................................................................................58
Cracks in the Foundation ............................................................................................................62
Conceptual Framework ..................................................................................................................65
Homophily ..................................................................................................................................67
Primary Group Formation ...........................................................................................................70
Social Class Theory ....................................................................................................................73
Summary of Review of Literature Chapter ....................................................................................76
Chapter 3 Design and Methodology .............................................................................. 79
Research Design.............................................................................................................................79
Site Selection .................................................................................................................................82
Trailblazers Living-Learning Community ..................................................................................86
Mind Odyssey Living-Learning Community..............................................................................89
Data Collection Timeline and Procedures .....................................................................................91
Interviews ....................................................................................................................................93
Individual interviews .........................................................................................................95
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Focus group interviews ......................................................................................................96
Observation .................................................................................................................................98
Document Analysis .....................................................................................................................99
Data Analysis Plan .......................................................................................................................101
Trustworthiness of Data ...............................................................................................................103
Ethical Considerations .................................................................................................................105
Chapter 4 Presentation of Findings ............................................................................. 107
Results ..........................................................................................................................................108
Case Study 1 – Trailblazers Living-Learning Community .......................................................108
Unintended consequences themes ....................................................................................111
Social stratification .......................................................................................................111
Insularity .......................................................................................................................120
Risky behavior ..............................................................................................................123
Negative views of faculty and associated curricula ......................................................126
Rebellion .......................................................................................................................128
Summary of unintended consequences themes................................................................133
Case Study 2 – Mind Odyssey Living-Learning Community ..................................................134
Unintended consequences themes ....................................................................................137
Social stratification .......................................................................................................137
Insularity .......................................................................................................................149
Risky behavior ..............................................................................................................153
Conflict .........................................................................................................................155
Financial reciprocity .....................................................................................................158
Summary of unintended consequences themes................................................................160
Cross Case Analysis .....................................................................................................................161
LLC Outcomes Across Cases ...................................................................................................161
Unintended Consequences Themes across Cases .....................................................................162
Social Stratification ...................................................................................................................164
Insularity ...................................................................................................................................165
Risky Behavior..........................................................................................................................165
Negative Views of Faculty and Associated Curricula ..............................................................166
Rebellion ...................................................................................................................................167
Conflict .....................................................................................................................................168
Financial Reciprocity ................................................................................................................169
Chapter 5 Discussion, Implications, and Recommendations .................................... 170
Summary of Findings ...................................................................................................................172
Unintended Consequences Themes of Collegiate LLCs .............................................................172
Social Stratification ...................................................................................................................173
Insularity ...................................................................................................................................174
Risky Behavior..........................................................................................................................175
Negative Views of Faculty and Associated Curricula ..............................................................175
Rebellion ...................................................................................................................................176
Conflict .....................................................................................................................................177
Financial Reciprocity ................................................................................................................178
Discussion ....................................................................................................................................178