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Living on Campus: Does it Still Make a Difference?

Polly Graham, Sarah Hurtado, & Bob Gonyea

Center for Postsecondary Research Indiana University School of Education

ACPA in Montreal, 2016

What do we know about on-campus living?

Historically, positive effects of living on campus

•  Belonging •  Involvement & Engagement •  Openness to

diversity •  Persistence

(Astin, 1985; Blimling,1993; Kuh, Kinzie, Schuh, Whitt, & Associates, 2010; Pike, 2002; Pascarella & Terenzini, 1991)

The residence hall environment is “perhaps the single most consistent within-college determinant of the impact of college.”

(Pascarella & Terenzini, 1991, p. 611)

Importance of Peers

Peer influence is an important factor in student success. (Astin,1993; de Araujo and Murray, 2010; Dumford, Ribera, & Miller, 2015)

“Finally, the single most important environmental influence on student development is the peer group. By judicious and imaginative use of peers groups, any college or university can substantially strengthen its impact on student learning and personal development”

(Astin, 1993, p. xxii).

Residence Hall Design

Different types of residence halls, such as suite-style versus traditional dormitories, can have an impact on student interactions. (Brandon, Hirt, and Cameron, 2008; Owens, 2010)

Students in traditional halls have more frequent interactions with other residents than their counterparts in suite-style halls.

(Brandon, Hirt, and Cameron, 2008)

Complicating the Picture

Recent studies emphasize that the effects of living on campus can vary by different student subpopulations and across different institutional types. (Harwood, Huntt, Mendenhall, & Lewis, 2012; Pascarella & Terenzini, 2005; Schudde, 2011; Strayhorn and Mullins, 2012; Turley & Wodtke, 2010)

African American, Asian American, Latino, and Native American students experienced over 70 distinct racial microaggressions while living in residence halls.

(Harwood, Huntt, Mendenhall & Lewis, 2012)

Research Question

What is the relationship between residential status and student engagement, particularly comparing students who live on campus with students who live within walking distance and with students who live farther than walking distance?

National Survey of Student Engagement (NSSE)

Ø  Large-scale, multi institutional survey administered annually to first-year and senior baccalaureate seeking students

Ø  Asks students questions about their engagement in educationally purposeful in-class and out-of-class activities

Ø  Focus on diagnostic & actionable information

Ø  10 Engagement Indicators and 6 High-Impact Practices

Living Arrangements

Which of the following best describes where you are living while attending college?

q Dormitory or other campus housing (not fraternity or sorority house)

q Residence (house, apartment, etc.) within walking distance to the institution

q Residence (house, apartment, etc.) farther than walking distance to the institution

NSSE 2014-2015 Sample

• Bachelor’s degree-granting institutions = 957

• First-time, first-year students = 163,000

• Participating institutions: Carnegie  Classifica-on   Par-cipa-ng  

Ins-tu-on  %   All  U.S.  %  

Research  Univ  (very  high  research  ac0vity)   4   7  Research  Univ  (high  research  ac0vity)   7   6  Doctoral/Research  Univ   5   5  Master's  Colleges  and  Univ  (larger  prog)   28   25  Master's  Colleges  and  Univ  (medium  prog)   11   11  Master's  Colleges  and  Univ  (smaller  prog)   6   7  Baccalaureate  Colleges  -­‐  Arts  &  Sciences   16   16  Baccalaureate  Colleges  -­‐  Diverse  Fields   17   23  

Study Sample

        Residence  statusa  

Demographic  variables   On  campus   Within  walking    distance  

Farther  than    walking  distance  

Sex   Female   67%   61%   67%  Male   34%   39%   33%  

Race  or  ethnicity  

American  Indian  or  Alaska  Na0ve   1%   1%   1%  Asian   4%   7%   8%  Black  or  African  American   8%   9%   7%  Hispanic  or  La0no   9%   13%   20%  Na0ve  Hawaiian  or  Other  Pacific  Islander   0%   0%   1%  White   67%   52%   52%  Other   0%   0%   0%  Foreign  or  Nonresident  alien   3%   13%   3%  Two  or  more  races/ethnici0es   4%   4%   4%  Unknown   4%   4%   5%  

Grades  Mostly  A  grades   48%   44%   47%  Mostly  B  grades   44%   46%   44%  Mostly  C  grades  or  lower   8%   9%   9%  

Study Sample

        Residence  statusa  

Demographic  variables   On  campus   Within  walking    distance  

Farther  than    walking  distance  

Major    

Arts  &  Humani0es   11%   10%   8%  Biological  Sciences,  Agric.,  &  Nat.  Res.   12%   11%   11%  Physical  Sci.,  Math.,  &  Computer  Sci.   6%   6%   6%  Social  Sciences   12%   10%   10%  Business   14%   16%   15%  Communica0ons,  Media,  &  Public  Rel.   5%   4%   3%  Educa0on   8%   6%   8%  Engineering   8%   9%   7%  Health  Professions   14%   15%   19%  Social  Service  Professions   4%   4%   6%  All  Other   4%   5%   4%  Undecided,  undeclared   4%   3%   3%  

First-­‐Gend   No   66%   57%   43%  Yes   34%   43%   57%  

Age   Not  tradi0onal  age   1%   11%   15%  Tradi0onal  age  (20  or  younger)   99%   89%   85%  

Transfer   Started  here   95%   88%   87%  Started  elsewhere  (transfer)   5%   12%   13%  

Dependent Variables

• Time Preparing for Class • Collaborative Learning

(CL) • Discussions with Diverse

Others (DD) • Student-Faculty

Interaction (SF) • Quality of Interactions (QI) • Supportive Environment

(SE)

• Perceived co-curricular gains •  Working effectively with others; •  Developing or clarifying a

personal code of values and ethics;

•  Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.);

•  Solving complex real-world problems;

•  Being an informed and active citizen

Analytical Method

• Block Hierarchical Regression •  Block 1: Student and Institution Characteristics •  Block 2: Residence—Dummy variables for “within walking

distance” and “farther than walking distance”

•  Interested in amount of variance explained by the residence variable, controlling for general differences among students and types of institutions. •  R Square statistic represents the amount of variance in the

dependent variable that is explained by the independent variables. •  Thus, we are interested in the change in R Square from Block 1 to

Block 2

Model Results

Regression  coefficients  

Dependent  Variables   ADJ  R2   R2  CHANGEa  Walking    distance  

[ref:  living  on  campus]  

Farther  than    walking  distance  [ref:  living  on  campus]  

Collabora0ve  Learning   .07   .005  ***   -­‐.05  ***   -­‐.22  ***  

Discuss  w/Diverse  Others   .05   .003  ***   -­‐.12  ***   -­‐.14  ***  

Student-­‐Faculty  Interac0on   .05   .003  ***   .09  ***   -­‐.11  ***  

Quality  of  Interac0on   .05   .000  ***   -­‐.05  ***   -­‐.05  ***  

Suppor0ve  Environment   .05   .001  ***   -­‐.05  ***   -­‐.06  ***  

Perceived  Gains-­‐Cocurric   .04   .000  ***   .04  ***   -­‐.01   Time  Prep  for  Class   .11   .000  ***   -­‐.04  ***   -­‐.06  ***  a.  Change  in  R2  (amount  of  variance  explained  in  the  dependent  variable)  aker  the  residence            variable  (dummy  coded)  was  added.  Living  on  campus  is  the  reference  group.  *  p<.05,  **  p<.01,  ***  p<.001  

Discussion/Areas for Future Research

• Changes in residence hall construction and peer influence

•  Increased attention on commuter student success

• First year experience programming

• The changing nature of off-campus housing options

•  Increased usage of social media

Thank You

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