Opportunity programs have utilized the learning community model through summer bridge programs for many years. First year learning communities have proven to be successful tools in retaining students and improving the overall college experience for students (Buck, 1995; Garcia, 1991; Gold, 1992). As opportunity programs seek ways to increase retention for first generation, underrepresented students, this study combines the successful communal relationships developed from the summer bridge program with the added academic and social support from multiple campus partners to create a comprehensive living learning community for opportunity program students in their first year.
Students from low-income families, first-generation college students, or who are underprepared are considered at risk and have more challenges transitioning into the university setting. Many times the increased transitional needs of this population are typically not met by the university (Folger, Carter, & Chase, 2004; Terenzini et al., 1993).
Results from this action research study show the unintended consequences of a living learning environment (Jaffee, 2007), while simultaneously showing the positive academic and social attitudes developed by the students, leading to an overall enhanced first-year academic experience through increased self-efficacy in their own learning.
","abstract_html":"<p>Opportunity programs have utilized the learning community model through summer bridge programs for many years. First year learning communities have proven to be successful tools in retaining students and improving the overall college experience for students (Buck, 1995; Garcia, 1991; Gold, 1992). As opportunity programs seek ways to increase retention for first generation, underrepresented students, this study combines the successful communal relationships developed from the summer bridge program with the added academic and social support from multiple campus partners to create a comprehensive living learning community for opportunity program students in their first year.</p> <p>Students from low-income families, first-generation college students, or who are underprepared are considered at risk and have more challenges transitioning into the university setting. Many times the increased transitional needs of this population are typically not met by the university (Folger, Carter, & Chase, 2004; Terenzini et al., 1993).</p> <p>Results from this action research study show the unintended consequences of a living learning environment (Jaffee, 2007), while simultaneously showing the positive academic and social attitudes developed by the students, leading to an overall enhanced first-year academic experience through increased self-efficacy in their own learning.</p>","abstract_has_math":false,"creators":["McPherson, Penny E."],"institution":null,"degree_name":"Ed.D. Educational Leadership","degree_level":"Dissertation","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Coaxum III, James P.","Walpole, MaryBeth","Tantillo, Charles"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-11-16T08:00:00Z","date_published":"2015-11-16T08:00:00Z","updated_at":"2026-07-24T04:13:21Z","subjects":["first generation","learning community","low-income","opportunity program","opportunity programs","summer bridge","Low-income college students; Underprepared college students; First-generation college students","Higher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/565","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Coaxum III, James P.","Walpole, MaryBeth","Tantillo, Charles"]},{"key":"dc:creator","label":"Author","values":["McPherson, Penny E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-05T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Educational Leadership"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["first generation","learning community","low-income","opportunity program","opportunity programs","summer bridge","Low-income college students; Underprepared college students; First-generation college students","Higher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/565"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Opportunity programs have utilized the learning community model through summer bridge programs for many years. First year learning communities have proven to be successful tools in retaining students and improving the overall college experience for students (Buck, 1995; Garcia, 1991; Gold, 1992). As opportunity programs seek ways to increase retention for first generation, underrepresented students, this study combines the successful communal relationships developed from the summer bridge program with the added academic and social support from multiple campus partners to create a comprehensive living learning community for opportunity program students in their first year.
Students from low-income families, first-generation college students, or who are underprepared are considered at risk and have more challenges transitioning into the university setting. Many times the increased transitional needs of this population are typically not met by the university (Folger, Carter, & Chase, 2004; Terenzini et al., 1993).
Results from this action research study show the unintended consequences of a living learning environment (Jaffee, 2007), while simultaneously showing the positive academic and social attitudes developed by the students, leading to an overall enhanced first-year academic experience through increased self-efficacy in their own learning.
"]},{"key":"dc:title","label":"Title","values":["Leading and developing a first year learning community for opportunity program students"]}]}],"canonical_facts":{"dc:contributor":["Coaxum III, James P.","Walpole, MaryBeth","Tantillo, Charles"],"dc:creator":["McPherson, Penny E."],"dc:date.available":["2016-01-05T08:00:00Z"],"dc:description.abstract":["Opportunity programs have utilized the learning community model through summer bridge programs for many years. First year learning communities have proven to be successful tools in retaining students and improving the overall college experience for students (Buck, 1995; Garcia, 1991; Gold, 1992). As opportunity programs seek ways to increase retention for first generation, underrepresented students, this study combines the successful communal relationships developed from the summer bridge program with the added academic and social support from multiple campus partners to create a comprehensive living learning community for opportunity program students in their first year.
Students from low-income families, first-generation college students, or who are underprepared are considered at risk and have more challenges transitioning into the university setting. Many times the increased transitional needs of this population are typically not met by the university (Folger, Carter, & Chase, 2004; Terenzini et al., 1993).
Results from this action research study show the unintended consequences of a living learning environment (Jaffee, 2007), while simultaneously showing the positive academic and social attitudes developed by the students, leading to an overall enhanced first-year academic experience through increased self-efficacy in their own learning.
"],"dc:identifier":["https://rdw.rowan.edu/etd/565"],"dc:subject":["first generation","learning community","low-income","opportunity program","opportunity programs","summer bridge","Low-income college students; Underprepared college students; First-generation college students","Higher Education"],"dc:title":["Leading and developing a first year learning community for opportunity program students"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D. Educational Leadership"]},"updated_at":"2026-07-24T04:13:21Z"}