Campus Apartment Architecture Style and Likelihood to Graduate: An Exploratory Study at a Southern Public Liberal Arts University

Autor/inn/en	Wong, Newman Chun Wai; Mills, Michael T.; Araiza, Isabel
Titel	Campus Apartment Architecture Style and Likelihood to Graduate: An Exploratory Study at a Southern Public Liberal Arts University
Quelle	In: New York Journal of Student Affairs, 20 (2020) 1, S.33-46, Artikel 7 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	College Housing; Educational Facilities Design; Architecture; Graduation Rate; Liberal Arts; Public Colleges; Undergraduate Students; On Campus Students; Interpersonal Relationship; Multiple Regression Analysis; Predictor Variables; Student Characteristics; Institutional Characteristics + Suchen Sie Ihr Suchwort? Studentenunterkunft; Architektur; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Prädiktor
Abstract	Because of increased opportunities for social interaction, undergraduate students living on campus are more likely to persist and graduate than their counterparts. Residence hall design also contributes to student interaction. This study explored the relationship between campus apartment design and graduation rates of a sophomore cohort attending a southern public liberal arts university. Initial findings indicated that students living in a communal apartment complex were more likely to graduate than those living in traditional complexes; a multivariate logistic regression found that the strongest predictors of graduation were race/ethnicity and semester credit hours earned. Implications and suggestions for future research were discussed. (As Provided).
Anmerkungen	Stony Brook University, State University of New York. On behalf of the College Student Personnel Association of New York State.100 Nicholls Road, Stony Brook, NY 11794. Tel: 631-632-7066; e-mail: hea_nyjsa@stonybrook.edu; Web site: https://commons.library.stonybrook.edu/nyjsa/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01