The Experiences of Some Early and Elementary Education Living-Learning Community Participants

Tobin Richardson^1, and James Stroud²

¹Department of Educational Studies, Ball State University, Muncie, IN, USA

²Department of Elementary Education, Ball State University, Muncie, IN, USA

Cite this paper:
Tobin Richardson and James Stroud. The Experiences of Some Early and Elementary Education Living-Learning Community Participants. American Journal of Educational Research. 2014; 2(10):856-861. doi: 10.12691/education-2-10-3

Abstract

Many factors may influence how a student experiences his or her residence community involvement. Ball State University, an institution with a history of innovative and effective housing programs, recently implemented a living-learning community comprised of students declaring majors within their Department of Elementary Education. A total of 15 participants who had resided within this living-learning community for a minimum of one academic-year were interviewed. Interviews focused on students overall experience within the Early and Elementary Education Living-Learning Community. Common themes emerging from the semi-structured interviews included participants feeling connected and comfortable quickly within their college transition, social benefit including the development and maintenance of long-term friendships, and academic benefit including better course performance and more commitment towards the field of study.

Keywords:
living-learning community residence life college transition elementary education

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