The Influence of Academic, Social, and Deeper Life Interactions on Students' Psychological Sense of Community

Intercultural competence outcomes of a STEM living–learning community

“…Early research on outcomes of LLCs was primarily practitioner-oriented, examining their impact on student satisfaction and student retention, while more recently scholars have focused on how LLC participation correlates with higher order skills, such as critical thinking or civic engagement (Gansemer-Topf & Tietjen, 2015; Inkelas et al, 2018). Taken together, the literature suggests that a well-resourced living-learning community can increase participants' sense of belonging, their social ease with other students, and their willingness to seek out interactions with others of diverse background (Hurtado et al, 2020;Sriram et al, 2020). Rarely, however, have researchers used quantitative instruments to attempt to assess the possible interpersonal or intercultural outcomes of a living-learning community (Blondin, 2015).…”

“…In the United States, the globally focused or crosscultural residential community traces its history back to at least 1924, with the opening in New York City of the International House (Davis, 2006), an educational non-profit whose purpose is to build a supportive community of individuals from both host and visitor nations (International House New York, n.d.). Notwithstanding the research suggesting that such communities increase social interaction skills, student retention or satisfaction (Inkelas et al, 2018;Sriram et al, 2020), there has been very little research on intercultural competence outcomes of such global living-learning centers (Gansemer-Topf & Tietjen, 2015). Even among scholars who examine the role of residence halls in nurturing belongingness in the student body, few have attempted to investigate relationship development between domestic and international students who live in residential proximity to one another (Gaston, 2017;Sriram et al, 2020).…”

“…Notwithstanding the research suggesting that such communities increase social interaction skills, student retention or satisfaction (Inkelas et al, 2018;Sriram et al, 2020), there has been very little research on intercultural competence outcomes of such global living-learning centers (Gansemer-Topf & Tietjen, 2015). Even among scholars who examine the role of residence halls in nurturing belongingness in the student body, few have attempted to investigate relationship development between domestic and international students who live in residential proximity to one another (Gaston, 2017;Sriram et al, 2020).…”

“…In summary, although previous studies have demonstrated that learning communities are helpful to improve students' interpersonal interaction skills (Sriram et al, 2020), limited research has investigated intercultural competence outcomes of global living-learning communities. In addition, little is known about the intercultural interaction between international and domestic students who live in the learning communities (Gaston, 2017).…”

The Influence of University Recreation Centers on Student Return and Retention During COVID-19

“…While studies have reported that a sense of belonging is needed for student retention ( Gayles & Baker, 2015 ; Gillen-O’Neel, 2021 ; Morrow & Ackerman, 2012 ; Sriram et al, 2020 ), Thomas (2012) was more emphatic by stating that a sense of belonging is “critical to student retention” (p. 10). Campus recreational activities and services have been associated with the retention of students as those who choose to participate had a “99% fall-to-fall retention rate entering year two, and a 98% year three and year four retention rate” ( Forrester et al, 2018 , p. 69).…”