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.

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This research was supported by a commissioned grant from the Association of College & University Housing Officers International Research Foundation
A previous version of this manuscript was presented at the 2005 Annual Meeting of the Association for the Study of Higher Education, Philadelphia, PA
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Inkelas, K.K., Soldner, M., Longerbeam, S.D. et al. Differences in Student Outcomes by Types of Living–Learning Programs: The Development of an Empirical Typology. Res High Educ 49, 495–512 (2008). https://doi.org/10.1007/s11162-008-9087-6
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DOI: https://doi.org/10.1007/s11162-008-9087-6