Differences in Student Outcomes by Types of Living–Learning Programs: The Development of an Empirical Typology

Abstract

This study involved the development of the first empirical typology of living–learning programs and its use in the assessment of students’ learning outcomes. Using two-step cluster analysis with data from nearly 300 living–learning programs at 34 U.S. postsecondary institutions, the authors identified three structural types of programs: (a) small, limited resourced, primarily residential life programs; (b) medium, moderately resourced, student affairs/academic affairs combination programs; and (c) large, comprehensively resourced, student affairs/academic affairs collaboration programs. Multiple regression analyses revealed that students in the large academic affairs/student affairs collaborations and small residential life-based living–learning program types exhibited stronger self-reported learning outcomes than those in the medium combination programs. Implications for future research and practice are discussed.