The Higher Education Student Affairs
(HESA) EDHE 650-01 class has
undergone research on behalf of
various campus partners from
Western Carolina University to benefit
various departments' efforts to
maintain a regular practice of
assessment, evaluation, and research.
The team was comprised of three
higher education-focused graduate
students at Western Carolina
University: Morgan Gill, Brennan
Haskins, and Ariel Phillips. The
assessment project assigned to our
team initially proposed was, "The
assessment team will develop a way
to assess the resident student
experience and sense of belonging."
Along the way, our project developed
into addressing whether or not Living
Learning Communities (LLC) instill a
sense of belonging into the student
and enhance their resident student
experience.
Our focus on this imperative
assessment question lasted four
months, all of which have been spent
studying the LLCs and assessing
qualitative and quantitative data
produced by the Department of
Residential Living ACUHO-I
Benchworks Resident Assessment to
maximize the final assessment
proposal for the benefit of Residential
Living. For the purpose of our project
it is important to note that we focused
on LEAD-LLCs exclusively. The
purpose of our project was to build on
the literature and examine the
potential contribution of LLCs to
undergraduates’ sense of community
and belonging on campus.

Residential Living strives to create
living and learning communities
where students feel valued as
individuals and where diversity and
fellowship with others can be
celebrated. Residential Living also
encourages and provides
opportunities for personal growth and
development of character, leadership,
honesty, respect, and pride. LLCs are
defined as: “programs in which
undergraduate students live together
in a discrete portion of a residence hall
(or the entire hall) and participate in
academic and/or extracurricular
programming designed especially for
them” (National Study of Living-
Learning Programs, 2007, p. 1-2).
The CAS Standards for Housing and
Residential Life Programs (HRLP)
details how LLCs are one of the most
impactful practices in higher
education today (Council for the
Advancement of Standards in Higher
Education, 2015). LLCs are to be used
as opportunities for residential
communities to create more
intentional learning for students.
Critical when it comes to increasing
retention and growth in student
engagement, most often in first-year
students, LLCs can be developed
around themes, majors, or concepts.
As an assessment effort, the
Association of College and University
Housing Officers-International
(ACUHO-I) annual survey is often used
to help evaluate services, programs,
staffing, and student learning.
Ensuring that success is at the forefront of
LLCs, the development, design, and
administration should adhere to the
guidelines put in place by the CAS
standards for HRLP (Council for the
Advancement of Standards in Higher
Education, 2015). Please see Appendix A for
the expectations listed within the CAS
Standards.
Living on Campus
Pascarella and Terenzini (1991) stated that
living on campus was “the single most
consistent within-college determinant of
the impact of college” (p. 611). Along with
Blimling (1993), they hypothesized that
residence halls can lead to a variety of
different outcomes, including social,
cultural, and extracurricular involvement.
Astin (1985) reiterated the importance of
living near campus resources as well by
stating that “simply by virtue of eating,
sleeping, and spending their waking hours
in the college campus,” students are going
to identify with the life that being in college
brings (p. 145).
Belonging
Looking into higher education literature,
sense of belonging refers to the
“psychological sense that one is a valued
member of the college community”
(Hausmann, Schofield, & Woods, 2007, p.
804). Literature regarding belonging in the
post-secondary institution relies mostly on
Tinto’s (1987) model of student retention.
This model suggests that students will not
be retained at the university if they fail to
become integrated into both social and
academic life. Hurtado and Carter (1997)
directly relate students’ sense of belonging
with campus involvement. Strayhorn (2012)
states, “sense of belonging may be
particularly significant for students who are
marginalized in college contexts” (p. 17). The
emerging literature that has come about
from this statement looks at the sense of
belonging for students of color and shows
that their experience with sense of
belonging is less than that of their White
counterparts (Strayhorn, 2008). Vaccaro,
Daly-Cano, & Newman (2015) focuses in on,
“Common to the literature is an emphasis
on psychological feelings of fitting in,
acceptance, and support from a group or
community” (p. 671). Long understood, a
sense of belonging has come from social
acceptance as the foundation. Higher
education studies reaffirmed this
understanding through the significance of
supportive relationships (Vaccaro et al.,
2015). Pittman and Richmond (2007) found
in a study that there was an increase in a
sense of belonging over the first-year at
university and associated the results with
an increase in scholastic competence.
Freeman, Anderman, & Jensen (2007) found
in their research that the sense of
belonging in the classroom was often
associated with an increased engagement
in class activities, positive perceptions of
course content, and higher academic self-
efficacy.
Community
Again, looking into higher education
literature, sense of community refers to “a
feeling that members have of belonging, a
feeling that members matter to one
another and to the group, and a shared
faith that members’ needs will be met”
(McMillan & Chavis, 1986, p. 9). Maslow (1954)
deemed sense of belonging a universal
human need and it is central to a sense of
community. With both a sense of belonging
and sense of community, research has
shown both to further positive outcomes
for students. Cheng (2005) links sense of
community and belonging to living on
campus in residence halls, which is the
particular interest of this assessment. Sense
of community has been associated with
making positive social connections and
feeling valued (Cheng, 2004).
The Potential Role of LLCs
LLCs began to arise in the mid 1980s, in
order to help instill a sense of community
and belonging among residential students.
The forefront of these communities started
back in the 1920s, however the resurgence
and more contemporary LLC arrived later
on (Zhao & Kuh, 2004). By connecting
students’ academic and social lives, LLCs
are intended to enhance the university
experience. Spanierman, Soble, Mayfield,
Neville, Aber, Khuri, De La Rosa (2013) state
“Through support networks for common
interests, academic courses that focus on
particular learning outcomes, and co-
curricular activities, these living
arrangements have the potential to foster
students’ sense of community and
belonging” (p. 310).
Pasque and Murphy (2005) have found the
positive effects of LLCs on both students’
academic achievement and social
development, along with their overall
university experience. These communities
are intentionally structured in a way that
helps students make connections that are
consistent with their theoretical orientation
(Zhao & Kuh, 2004). Encouraging students
to make connections with different
disciplines and connect their ideas are key.
The second connection is through linking
students with ongoing social interactions
with the same students over a longer
period of time. The end result shows
students becoming members of a distinct
community that is focused on academic
content and instill a sense of belonging
(Zhao & Kuh, 2004).
This assessment used a mixed methods
approach. Data was analyzed from the 2015-
2016 and 2017-2018 ACUHO-I Benchworks
Resident Assessment, two focus groups
were held, as well as a faculty survey that
was administered. It is important to note
that an interview (Appendix E) was also
conducted with Leslie Cavin, the Assistant
Director for Leadership at WCU. Leslie Cavin
works heavily with the LLC’s on WCU’s
campus, instructs an LLC class as well as
teaches other first-year courses. After
careful consideration, our group decided
the results of this interview were outside
the scope of our project.
ACUHO-I Data
Initially, our group was seeking to identify
the culture of LLCs on WCU’s campus, and
with the information provided from the
2015-2016 and 2017-2018 ACUHO-I data, we
were able to do this. This information
allowed us to tailor the rest of our project to
the needs of the institution and also create
a smaller scope.
After confirmation, our group worked on a
script, consent forms (Appendix D), and
included the questions provided to us by
the Department of Residential Living. Once
the focus groups were completed, we
compiled all of the data in order to begin
our analysis.
Faculty Survey
Using the Qualtrics Survey Software, our
group created a 6 question survey based off
of trends we had found in the ACUHO-I
data. These questions also related to the
respondents experience as a faculty
member for an LLC. The survey was
administered to all eight LEAD LLC faculty
members for the 2018 Fall Semester and 7
completed it.

Focus Groups
In total, 33 students participated in the
focus groups that were conducted. The first
focus group consisted of 8 individuals who
were enrolled in the Cultural Competency
and Social Justice LLC course. The second
focus group had 25 participants and were
also enrolled in a different lead LLC course,
Band of Brothers. The 6 questions
(Appendix C) were given to the group by
the Associate Director of Residence life for
Academic Partnerships, Annaleise
Camacho. These were questions the
department of residential living wanted
answered directly by students. Our group
contacted two specific faculty members
and asked if they would allow us to hold
focus groups during one of their class
sessions in the coming weeks.
Findings will be presented in four sections
according to the following groups of study:
Living-Learning Community, Non-Living
Learning Community compared to Living-
Learning Community, Focus Group
Participants and Faculty.

Living Learning Community

Living-learning community members
consists of all respondents from the 2015-
2016 and 2017-2018 ACUHO-I surveys that
reported they are part of a living-learning
community. The ACUHO-I survey presented
questions specifically for understanding the
experience of students in LLCs including
their: connection to faculty, connection with
other students in the LLC, ability to create
effective study groups, and academic
success. Figure 1 shows the differences
among living-learning community
members between the 2015-2016 and 2017-
2018 administration of the ACUHO-I survey,
with responses for these specific areas.

Figure 1.
The ACUHO-I survey uses a 7-point Likert
scale where a selection of 5 indicates that
the respondent ‘mildly agrees’ with the
survey statement. At WCU, the survey
response goal is 5.5. Figure 1 shows, overall
reports from this student population
remain mainly consistent from 2015 to 2017,
with most respondents indicating they
‘mildly agree’ with the survey statement.
Specific outcomes are not meeting the
ACUHO-I 5.5 score standard. This includes
students’ perceived ability to connect with
other students (declined, from 5.51 in 2015 to
5.27 in 2017), and student learning (5.1 in
2015, to 5.07 in 2017). While declining
reports can be seen between
administrations of the ACUHO-I survey,
there have also been slight increases which
can be seen among effective study group
formation (4.35 in 2015, to 4.45 in 2017) and
connection to faculty (5.12 in 2015, to 5.15 in
2017).
Figure 2: ACUHO-I Living-Learning Community Responses
Results for the questions in Figure 2 have
been consistent between the survey
administrations, with sense of belonging
reporting the highest scores at 5.58 in 2015
and 5.6 in 2017. This outcome has met
ACUHO-I and WCU standards for both
administrations of the survey. Though the
numbers are low across administration
years, there are two interesting findings
worth noting. A slight increase in the overall
res hall experience was reported, 4.85 in
2015 to 4.87 in 2017 conversely, a decline in
‘meeting others’ was reported between
years (5.72 in 2015, to 5.43 in 2017).
2015-2016 and 2017-2018 Living Learning
Community responses compared
Non-living learning community members
consists of all respondents from the 2015
and 2017 administration of the ACUHO-I
survey that indicated they were not part of
a living-learning community. To get to the
core of the LLC experience outcomes
related to sense of belonging, learning, and
overall res hall experience were selected
and compared with non-LLC members
(figure 3).
Figure 3: Comparison of LLC and Non-LLC Respondents
Responses show consistency in a positive
LLC experience among the selected
questions compared to the non-LLC
experience. While the LLC scores in these
three areas is higher overall when
compared to non-LLC scores, it is important
to note the increase in scores among non-
LLC respondents between administrations.
5.39 vs. 5.48, 5.47 vs. 5.59, and 4.5 vs. 4.83
among Sense of belonging, learning, and
overall res hall experience in 2015 to 2017,
respectively.
Focus Group Participants Students elaborated on this by stating that
Living-learning community members at their high level of social aspects contributed
Western Carolina University were studied to them procrastinating on work, because
through the implementation of focus group they would think “I can hang out and do
sessions. Two separate focus groups were the work later”.
held with two living-learning communities Collectively, these two focus groups shared
at Western Carolina University: Cultural perceptions that LLCs are beneficial, do
Competence and Social Justice (focus contribute to sense of belonging,
group 1) and Band of Brothers (focus group connecting with other students, and their
2). Common themes among each focus overall res hall experience. That being said,
group can be seen in figure 4. Words are it is important to note that students also
listed in order of use, where the top three collectively, are unaware of LLCs and what
terms were recorded significantly more they are, report lacking in academic
than the others. performance due to social aspects
Focus group 1 generated common themes distracting them from academics and
including lack of knowledge about LLCs, would be unlikely to stay at WCU if they
strong connections with each other, their were not in the LLC.
instructor, and on their residence hall.
Collectively, students indicated that they Figure 4.
did not initially know they signed up for an
LLC. Despite this confusion however,
students reported strong connectedness on
their residence hall, describing each other
as “family”. Students even reported that if
they were not in this LLC, they may not
have continued their education at WCU.
When asked about the LLC’s contribution
to their academic success, responses were
mixed. The majority of students reported
that they do not think the LLC makes a
difference, while 2 members reported that
it does.
Focus group 2 also generated common
themes similar to that of focus group 1
including, lack of knowledge about LLCs,
strong connections with each other,
instructor, and residence hall, as well as
reason for remaining at WCU. Majority of
the students in focus group 2 were not
aware of what an LLC actually is and
reported hearing about it briefly in
orientation or through word-of-mouth.
Though they lacked knowledge about
specifics regarding LLCs, they reported
strong connections with one another. They
even reported that the strength of their
connections actually contributed to their
lower academic performance.
Faculty
Eight Fall 2018 LLC instructors were sent a
brief survey and obtained a response rate of
7 out of 8. Respondents were asked various
questions pertaining to LEAD course
instruction, contact with students, exposure
to residential halls, and years of LEAD
teaching experience. 100% of respondents
‘Strongly Agree/Agree’ that students are
able to connect with faculty, able to
connect with fellow students, and learn
how to be academically successful.
Faculty were asked: As a result of
participating in your LLC class, please rate Responses from this survey show a mix of
your agreement with the following results and variety among experienced and
statements (see right). new faculty: 50% reported teaching for 1
Reports from faculty compared to ACUHO-I year or less and 50% reported teaching
data shows a disconnect between faculty longer than 1 year.
belief that they are providing LLC students Results also show that new faculty are less
the opportunities to connect and learn the likely to employ typical LLC teaching
stated outcomes and student belief that strategies than more experienced faculty:
they are learning the stated outcomes (see 33% vs 75% hold class in the res hall, 33% vs
figure 1). 75% hold tutoring in the res hall, 0% vs 75%
Examining faculty experience and reported teach students how to form effective study
teaching strategies also provided groups, and 33% vs 100% teach students
interesting results. Figure 5 shows the how to work in groups. Similarly, faculty
various teaching strategies and the level of responses show that overall, faculty are not
which instructors employ them while also meeting with students in their residence
accounting for experience level; those with hall (57%). A larger proportion of faculty also
less than one year of experience and those reported not collaborating with the
with more than one year. Teaching Resident Assistant assigned to their LLC: ‘1-2
strategies associated with guest lectures, times per semester’ (83%) and ‘not at all’
extracurricular events, and academic (17%).
resources were employed by experienced
and new faculty at 100%. Some typical LLC
teaching strategies employed by faculty
‘often’ includes sharing academic resources
(86% ‘often’), require students to attend
extra-curricular events (71% ‘often’), and
bringing in guest lecturers (86% ‘often’).
Conversely these teaching strategies are
not being employed uniformly. The least
used strategies included: team instruction,
holding tutoring sessions in residence halls,
and teaching students how to form study
groups (each at 43%).
Figure 5: Faculty Survey Responses
Findings
On the basis of the findings, several
conclusions concerning Living-Learning
Communities at Western Carolina
University can be drawn. The findings of this
study, through the examination of ACUHO-I
data, focus groups, and a faculty survey
indicate that living-learning communities
do contribute to sense of belonging. This
was indicated to be the most beneficial
component of an LLC among focus group
participants. Furthermore, focus group
participants reported their participation in
the LLC was one of the reasons they
remained at WCU. Though this is a positive
impact on the student experience, it is not
the only concern for LLC performance and
effectiveness.
Mixed results from faculty survey
respondents show a disconnect between
faculty belief that they are providing LLC
students the opportunities to connect and
learn the stated outcomes and student
belief they are learning the stated
outcomes. A possible explanation for this
may be that faculty do not know for
example, that learning to form effective
study groups is an intended outcome for an
LLC. Also seen through this study, is that
students are unclear about what an LLC is
and its intended outcomes, which may also
be contributed to through campus
community perceptions and knowledge
about LLC’s.
Upon the analysis of the ACUHO-I Benchworks Resident Assessment, focus
groups, and faculty survey, the team has compiled a list of realistic,
manageable recommendations. The work our team has done regarding
researching sense of belonging and community within LLCs lays the
groundwork for further research and comparison.

Intentional description of ‘living-learning communities’ to clarify what

1 the high-impact practice is and what it means on WCU’s campus.

Focused programming with the faculty members and resident

2 assistants to develop a stronger connection in the residence halls.

Focused training with the faculty members to develop a stronger

3 academic connection between the faculty member and student.

Intentional recruitment and marketing of the LLC to make sure students

4 know what they are, why they were placed in an LLC, and make sure
they know they are placed in an LLC.
Because our concentration was LEAD-LLC
exclusive, we were not able to focus on
other LLCs that are included within
residential living i.e. Whee Teach. Additional
assessment strategies should be
considered to gain a holistic understanding
of LLCs on WCU’s campus. Such strategies
should be launched in a cyclical fashion to
continue to meet student needs and make
sure LLCs are functioning in the way they
are intended to.
Residential Living at Western Carolina
University makes an impact on their
residential students in many different ways.
The literature tells us that these students’
participation in LLCs is likely to affect their
persistence in college (Astin, 1984) and have
a significant effect on their sense of
belonging and community (Cheng, 2005;
Zhao & Kuh, 2004). While the ACUHO-I data
calculations do not indicate a positive trend
in academic performance, it does indicate a
higher sense of belonging and community.
We have identified several proposed
recommendations to help increase the
impactfulness of LLCs on WCU’s campus.
We hope our work helps Residential Living
take important strides in confirming they
are making an important lasting effect on
their students’ lives.