Ciston, S., & Ph.D., M. C., & Nocito-Gobel, J., & Carr, C. (2011, June), Impacts of Living Learning Communities on Engineering Student Engagement and Sense of Affiliation  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18084

\bibitem{asee_peer_18084}
  Ciston, S., \& Ph.D., M. C., \& Nocito-Gobel, J., \& Carr, C. (2011, June), \emph{Impacts of Living Learning Communities on Engineering Student Engagement and Sense of Affiliation}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18084

Shannon Ciston, Maria-Isabel Carnasciali, Ph.D., Jean Nocito-Gobel, and Cory Carr.  "Impacts of Living Learning Communities on Engineering Student Engagement and Sense of Affiliation".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18084 Internet.  24 Jun, 2024

\bibitem{asee_peer_18084}
  Shannon Ciston, Maria-Isabel Carnasciali, Ph.D., Jean Nocito-Gobel, and Cory Carr.
  "Impacts of Living Learning Communities on Engineering Student Engagement and Sense of Affiliation".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18084 Internet.  24 Jun, 2024

@INPROCEEDINGS{asee_peer_18084
author = "Shannon Ciston, Maria-Isabel Carnasciali, Ph.D., Jean Nocito-Gobel, and Cory Carr"
title = "Impacts of Living Learning Communities on Engineering Student Engagement and Sense of Affiliation"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18084}
number = {10.18260/1-2--18084}
}

TY  - CPAPER
AB  - Impacts of Living Learning Communities on Engineering Student Engagement and                             Sense of AffiliationThemed residential communities at university colleges are a long-standing tradition, with roots inEuropean, Asian, American, and other models of higher education. The trend of establishingLiving Learning Communities or other themed living groups at middle- to large-sizeduniversities is on the rise and recent findings from the National Survey of Student Engagementshow that participation in learning communities are correlated with high levels of studentengagement and satisfaction with college. How are Living Learning Communities different fromother learning communities, such as self-formed study groups or disciplinary clubs? How doLiving Learning Communities established in the freshman year impact student affiliation and theformation of student groups throughout the bachelor’s degree program? This study explores theimpacts of a Freshmen Engineering Living Learning Community on student affiliation andengagement within the college of engineering and the university as a whole throughout theduration of the undergraduate degree study, and examines the effects of Living LearningCommunities on establishing student in-groups and out-groups among undergraduate studentsbased on residence status (Living Learning Community, General Residential, Commuter-local,Commuter-distance) and the perceptions of Living Learning Communities at a small privateuniversity. Data will be collected through the use of student surveys, focus groups, andinterviews. This presentation will summarize the methods and findings of this study, and willdiscuss the implications of these findings on the implementation of Engineering Living LearningCommunities and strategies to engage residential and commuter students in university life andacademics.
AU  - Shannon Ciston
AU  - Maria-Isabel Carnasciali, Ph.D.
AU  - Jean Nocito-Gobel
AU  - Cory Carr
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Impacts of Living Learning Communities on Engineering Student Engagement and Sense of Affiliation
UR  - https://peer.asee.org/18084
DO  - 10.18260/1-2--18084
ER  -