Final Paper

LLCs of Texas State University
COMM 5321
Dani Artaza & Woods McCormack

LLCs of Texas State University 2
A growing trend among college campuses has been the implementation of different types
of living learning communities (LLC). As defined by Gabelnick, MacGregor, Matthews, and
Smith (1990), living learning communities are the “purposeful restructuring of the curriculum by
linking courses that enroll a common cohort of students” (p. 5). They represent “intentional
structuring of students’ time, credit, and learning experiences to build community and foster
more explicit connections among students, faculty, and disciplines” (p. 5). Living learning
communities are popular and beneficial resources for first year freshman students.
Texas State University defines living learning communities as “a group of students living
together based on a common interest, while taking one or more classes together and participating
in out of class experiences led by successful upper class students” (Living Learning
Communities, 2015). Members of these living learning communities “have access to many
special resources, programs and activities, such as seminars, tutors, mentoring programs, and
smaller classes or reserved space in regular courses” (Living Learning Communities, 2015).
Texas State has 11 living learning communities that include: Future Teachers, Career
Exploration, Journalism & Mass Communication, Honors College, Leadership Exploration &
Development, Pre-Medical/Pre-Dental, Psychology, Science, Technology, Engineering, Math
(STEM), Business, Terry Scholars, and Residential College.
The Texas State living learning communities have existed from 2002-2015. The Living
Learning Community Programs of Texas State have what they call “four pillars”, which are the
four key components of the communities. These pillars are shared living space, co-enrolled
courses, co-curricular experiences and increased levels of support (Living Learning
Communities, 2015). However, the Texas State LLC Programs do not have any explicitly stated

missions, goals (or vision), or objectives. Little effort has gone into their creation, much less the
research, assessment, and implementation of them. This creates a foundational issue within these
programs. Any organization needs missions, goals/visions and objectives in order to be
successful. According to Hackman and Johnson (2013), “compelling visions provide people with
a sense of purpose and encourage commitment. Followers achieve more and make more ethical
decisions when they pursue a worthy goal” (p.112). Ethical decisions made by students, a sense
of purpose, and commitment are all variables that the Texas State LLC Programs should want to
see out of their students. Hackman and Johnson also comment that an “effective vision
establishes a standard of excellence” (p.112). The Texas State LLC Programs should also want to
strive for excellence, not just in providing co-curricular experiences, but also in having their
students strive for excellence in their academic careers as well.
However, as of right now, their mission, goals/visions, and objectives are non-existent
and this remains a problem. A Task Force has been created to address this void in the foundation
of the living learning communities. The purpose of this study is to assist in this effort and
determine the perceptions of former living learning community students’ and whether they do,
indeed, reflect the mission, goals/visions, and objectives set forth, as well as understand the
status of the LLC performance and success on campus. Special consideration was given to the
different cognitive, behavioral, and affective outcomes of these communities. According to the
National Communication Association (2015), “Evaluators recommend that every academic
department or every other academic unit determine the extent to which it actually contributes to
the incremental learning of its students with in the three domains of cognitive, behavioral, and
affective learning”. College is a place of learning, and assessment of all three of these domains
ensures a quality academic experience and the attainment of life-long skills. By conducting

qualitative research in these communities using grounded theory methodology, data was
collected that led to a better understanding of the impact of these communities. The researchers
were able to learn how the Texas State LLCs function, how they were perceived among former
students, and how this depicts the LLCs’ goals. Also provided here are recommendations for
incorporating the findings into a mission, future goals, and objectives for the Texas State LLC
Programs. This will result in making the living learning communities the best possible and most
useful experience for their members.
Literature Review
Living Learning Communities
Existing research has examined living learning communities (LLCs) and student
outcomes. LLCs have been shown to provide improvements in student academics, increased
faculty interaction, and various social benefits. Inkelas and Weisman (2003) indicated LLCs
foster three types of involvement for students: involvement with academics, faculty, and student
peer groups. In addition, the University of San Francisco’s Office of Institutional Research and
Office of Living-Learning Communities (2008) conducted significant research between members
of LLCs and non-members for enriching educational experiences, active and collaborative
learning, and student interaction with faculty members. Various other studies have found similar
outcomes to these with varying themes and descriptions of variables (Purdie & Rosser, 2011;
Wawrzynski, Jessup-Anger, Stolz, Helman & Beaulieu, 2009).
Past LLC research examined academic achievement as a reoccurring theme. This
academic achievement is associated with cognitive outcomes. Bloom (1956) defines cognitive
outcomes as the development of intellectual abilities and skills. Typically, cognitive outcomes
are attributed to academic settings (tests, papers, grades). The University of San Francisco’s

Office of Institutional Research and Office of Living-Learning Communities (2008) reported
LLC participants have a higher GPA at the end of their freshman year, complete more units, are
less likely to receive a D or below, and are less likely to withdraw from classes than non-LLC
students. Lenning and Ebbers (1999) discovered similar findings that through LLCs benefits for
students include higher academic achievement, better retention rates, and an ability to bridge the
gap between academic and social worlds. Haynes and Janosik (2012) reported that LLCs
“provide residents with a more intense and intentional connection between in-class and out-of-
class learning” (p. 34). Through a vast amount of learning opportunities, past research has
consistently indicated LLCs impact on student’s academic achievement.
Another common theme within LLC research has been interaction between students and
faculty. Members of LLCs are more likely to interact with faculty than non-members (Garrett &
Zabriskie, 2003). These interactions did not just include academic conversations. Haynes and
Janosik (2012) indicated that faculty was more likely to have conversations with students about
topics not related to class and to share their research interests with students outside of the
classroom. Pike, Schroeder and Berry (1997) reported similar findings of frequent informal
social interactions between LLC students and faculty.
Not only did LLCs increase interaction between students and faculty, but also between
LLC members and their peers. Haynes and Janosik (2012) explain that LLCs “require students to
take at least one course together, apply to live together, and are involved in some sort of
curricular and/or cultural component” (p. 33). Due to this required proximity and increased
opportunities for social interaction, students had greater social development. Vincent Tinto
(1993, 1996) demonstrated that students in LLCs had greater social development compared to
peers that were not in LLCs. Examples of this in past research include students feeling a sense of

belonging among their peers and even describing their LLC as a family (Wawrzynski et al.,
2009). Reported benefits of LLCs include greater peer interaction, social integration, and high
levels of involvement (Pike, 1999; Stassen, 2003). These increases in social interaction, both
with peers and with faculty, are depictions of affection and behavioral learning. Scannell and
Tracy (1975) define affective outcomes as interests, attitudes, and values, and the development
of appreciations and adequate adjustment. They define behavioral outcomes as voluntary actions
or action patterns. Students who live in LLCs are more satisfied and involved in the
undergraduate experience (Pascarella, Terenzini & Blimling, 1994).
Texas State Living Learning Communities
At Texas State University, the Living Learning Community Task Force does not have
missions, values, and goals/vision. Texas State University cannot measure student outcomes
occurring within the LLCs without clearly defined missions, values, and goals/vision. Currently,
Texas State LLC Programs only have the “four pillars”.
These pillars are shared living space, co-enrolled courses, co-curricular experiences, and
increased levels of support. In regards to shared living space, the students live in the same
residence hall (and sometimes designated floor) with other students from their LLC. For
example, Honors College LLC students all live in the same residence hall and the floors are
separated by student sex. Where as the Future Teachers LLC students all live on the same floor
of a specific hall on campus (i.e. Tower Hall).
The pillar of co-enrolled courses refers to the students enrolling in several of the same
collegiate courses. These courses include core classes and, depending on the LLC, certain major-
specific courses as well. For example students within the Honors College LLC were enrolled in

the same large lecture course of Communication 1310 and 90% of them also had the same lab
instructor for the course.
The third pillar of co-curricular experiences refers to students becoming involved in out-
of-class events, both social and educational. These events help them become acquainted with
Texas State and one another. For example, the Residential College LLC participated in Bobcat
Build together, which is a campus-wide community service event for the town of San Marcos,
Texas.
In regards to the pillar of increased levels of support, the students have Residential
Assistants and a faculty or staff advisor who are specifically chosen for the theme of their LLC.
Two of the eleven LLCs, Residential College and Honors College, have a live in residence
faculty member. For example, one of the Residential College halls, Brogden, has a live in
History professor along with his wife and three children.
The goals of the Texas State LLC Programs are never explicitly stated. These four pillars
are the closest functioning statements to missions, objectives, and goals in existence at this time.
With these vital organizational components missing, this led to the researchers two research
questions. These research questions were developed to acquire information about the cognitive,
behavioral, and affective outcomes of LLCs at Texas State University as well as to help the LLC
Task Force develop objectives and goals for the LLC organization, leadership, and activities.
RQ 1: What is the purpose of LLCs?
RQ 2: Are they functioning as intended?

Method
In order to answer the two research questions we used interpersonal interviews and
thematic analysis (Glasser & Strauss, 1967; Owen 1984). Through this analytic method, the
researchers discovered the themes that emerged within the study inductively. The consistent
comparison method was used as themes emerged from data and labels were assigned. The
researchers used the criteria to discover the themes: recurrence and repetition (Owen, 1984). The
third criteria described by Owen was forcefulness or the alteration of nonverbal vocalics. This
was not included in the consideration of our analysis because there was no significant difference
in nonverbal communication between the participants. Recurrence involves “an implicit
recurrence of meaning using different discourse” (Owens, 1984). In other words, recurrence is
present when a category or theme occurs in a number of places within the data. Repetition, on
the other hand, is “an explicit repeated use of the same wording” (Owen, 1984). Repetition is
present when the exact same word/phrase is found multiple times within the data set.
The current study took place at Texas State University, where living-learning
communities have been in place since 2002. The university contained 11 living-learning
communities (LLCs). The researchers conducted interviews with former students from 7 of the
11 LLCs from the academic year of 2013-2014. Various LLCs represented in the researchers
data include students involved in the following communities: 1 pre-med, 1 honors, 1 psychology,
2 terry scholar, 2 mass communication, 5 future teacher, and 8 residential life. These LLCs have
students living together either in an entire residential hall or designated floor of a specific
residential hall. The residential college LLC takes up two entire residential halls. Honors College
has an entire residential hall dedicated to the community. All other LLCs have designated floors
within one large residential hall on campus.

Research was conducted by two trained interviewers who interviewed 20 former LLC
members from the academic year 2013-2014. A list of possible participant names, emails
addresses, and phone numbers were provided by the director of the LLC Task Force. To obtain
participants, researchers emailed over 400 past members of all 11 LLCs. The incentive offered to
participants was an opportunity to have their name entered into a raffle where 20 random
participants would win a $25 gift card to the local university bookstore. The semi-structured
interviews took 10 – 30 minutes each to complete. Interview questions were structured to gauge
the cognitive, behavioral, and affective perceptions of their LLCs. Example questions include:
“Can you tell me what you know about the living learning communities on your campus?”,
“What have been your experiences with the living learning community (Positive or Negative)?”,
and “Can you describe what you tell others about being a member of your living learning
community?”. Interviews were conducted individually and held in the neutral location of the
researchers’ offices on campus. This was to minimize possible outside influence for participant
answers. Before the interview was conducted, all participants received a consent to participate
form, which guaranteed confidentiality and anonymity.
Not only did the researchers conduct the interviews, but they coded the data as well.
Researchers used the grounded theory approach (Glaser & Strauss, 1967) also known as the
constant comparison method for coding data. Two key components of grounded theory are:
“Theory is grounded in the relationships between data and the categories into which they are
coded; and codes and categories are mutable until late in the project” (Lindlof & Taylor, 2002).
Constant comparison involves continually comparing incidences in the data to one another in
order to decide which theme they belong to. Open coding procedures were utilized. As the
criteria for recurrence and repetition were met, researchers placed statements into emerging

themes. First, the researchers read and coded the 20 transcripts individually. Then the researchers
met to discuss their coding. This was where a group-coding scheme was developed through
negotiation of the meaning of the transcripts.
Results
Through analysis of the 20 interviews, 5 broad themes emerged. These themes were
beneficial qualities of the LLC, inclusion, faculty influence, similarities, and expansion. It is
important to note that predominately positive experiences of a close-knit community were
typically reported. However, one student described his feelings of being ostracized by the
community and three other students reported instances of bullying. These findings were also
discussed.
Beneficial qualities of the LLC
Beneficial qualities of the LLC include instances where the community positively
impacted members of the LLCs in helpful ways. LLCs were expressed to be helpful in four
distinct ways, which were labeled as subthemes. These subthemes included future and long-
lasting effects, transition/adjustment to college, academic help, and social assistance.
Regarding future and long-lasting effects, statements that exemplified this subtheme
expressed that the LLC helped the student in aspects beyond their LLC experience, specifically
in regards to their future careers, college experiences, creation of long-lasting friendships. Help
with their careers include instances of networking, and gaining hands-on experience in their
future career field. Annie, a student in the Future Teachers LLC, expressed that her LLC gave
her hands-on teaching experiences with elementary kids. She explained,
I went every Friday to a local elementary school. Here I would do PE, started a
scrapbooking club for the kids, and helped out in a learning disability class. I had a

connection with a kid in the PE class that would only listen to me. I still keep in touch
with the faculty at school.
She also expressed doing the LLC scheduled events because they would look good on her
resume. Through hands-on experience, Annie participated in the behavioral domain of learning,
which led to the attainment of life-long skills. Currently, LLCs are focusing on helping students
be able to act and work within their future career field, even within their first year of college.
In regards to the LLC helping with future college experiences, students expressed gaining
more in-depth knowledge about their major as well as academic tips that they continued to use
throughout their college career. Alyssa, a student from the Residential College LLC said, “I
learned how to take notes, take a test, and learned how to go into a test with more confidence”.
By being able to better take notes, Alyssa has engaged in the cognitive domain of learning. Also
by having higher confidence with her test-taking abilities, she engaged in the affective domain of
learning as well. Alyssa even expressed sharing her new abilities with her friends, showing even
greater level of affective learning. LLCs are teaching students lessons that can be translated
throughout their college career, while also helping them feel more confident and secure in their
abilities along the way.
In regards to long-lasting friendships, students expressed still being in contact with other
members of their LLC, still living with LLC friends, and plans to continue their friendship
beyond their college experience. Shanna, a student from the Future Teachers LLC said, “we have
a Facebook group and are having a reunion dinner next week. We all still talk—there’s about 25
of us”. D.D., a student from the Terry Scholars LLC, stated, “I will always remember my dorm
room number…The living learning community leaves a lifetime impression on someone”. These
long-lasting friendships demonstrate the greater social development that students in LLCs

experience over non-LLC students. This is in line with Tinto’s (1993) research of increased
social development of LLC students. The development of social relationships is an obvious
achievement and concentration of the Texas State LLCs.
The second subtheme of beneficial qualities is transition/adjustment to college. This
describes sentiments that the LLC helped the students ease into the change in lifestyle that
moving to college brings. Many students were not prepared for the drastic adjustment. One
student from the Residential College LLC, Kelly, confessed,
I was from a small town and my high school didn’t do much to prepare me well for
college. I felt as if I got thrown into college and it was a good start off/transition. It’s a
good step, like a half step instead of a big jump.
This exemplifies that a common goal for the LLCs is to decrease the amount of
dissonance experienced when a first-semester freshman student comes to college. The LLCs are
creating a safe middle ground for students to adjust to the drastically different lifestyle college
introduces.
The third subtheme of academic help is characterized by the expression that the LLC was
responsible for an increase in grades, higher GPAs, and included all assistance with college
coursework via tutoring sessions and group study sessions between members. Heather, a student
from the Pre-Med LLC, said, “Before exams we would get together in the living area and would
do the study guide, quiz each other, and teach different parts. We had a group to fall back on.”
This is in line with Haynes and Janosik’s (2012) finding that the LLC students participate in
more in-class and out-of class learning than non-LLC students. LLCs encourage constant
learning through interactions with fellow students around them, which results in higher academic
achievement. Multiple studies reference the academic benefits associated with LLCs such as

high GPA, more completed courses, higher letter grades within those courses, and higher
retention rates than non-LLC students (Office of Institutional Research & Office of Living
Learning Communities, 2008; Lenning & Ebbers, 1999). LLCs are used as a tool for academic
success.
The fourth subtheme of social assistance is characterized by the expression that the LLC
helped students make their first friends in college and pushed them to be more involved on
campus. Annie said, “It was a really, really easy way to make friends. It helps us get out there. It
helped me meet everybody else in the dorm”. Mindy, a student from the Honors LLC, stated,
“the university has living learning communities to get students involved their freshman year, it is
hard for people to get out there without that push”. This exact sentiment was echoed several
times across multiple interviews. LLCs are focusing on molding their students into influential
and involved members of their campus community. These examples align with past research that
LLCs include greater peer interaction, social integration, and higher levels of involvement on
campus (Pike 1999, Stassen, 2003). Behavioral learning outcomes are defined as voluntary
actions or action patterns (Scannell & Tracy, 1975). The increased levels of student actions and
involvement within the larger campus community are indicative of an increase in the behavioral
learning domain. This theme of social assistance is good for students because it gets them
involved with not only one another, but their community as well. These interactions will impact
their future college career, thus the researchers believe this is a goal that the Texas State LLC
Programs should try to meet.

Inclusion
The theme of inclusion characterizes the expression of cohesive nature of the LLC. LLCs
were expressed to be just as the name implies, a community. Two subthemes emerged: a family-
like community including being too close, and experience of being a part of the out-group.
In regards to the family-like community, students consistently and explicitly repeated the
word “family” when asked to describe what it was like to be a member of their LLC. Other
familial labels included referring to their Residential Assistants as their “Parents”, “Big Sisters”
and “Mom”. Sarah stated,
We’re completely like a family. We do everything together, eat, study, Bobcat Days. It’s
exactly what it is. Live. Learn. And a Community. You live together, you learn together
and you’re a community.
The word “family” and the family atmosphere has been a common finding within LLC
research. Wawrzynski et al. (2009) found that LLC students at a Midwestern university also
described their peers as “family”. In fact, the powerful connections made between LLCs students
and their peers were attributed to and fostered by their LLCs. One objective of the LLCs should
be fostering this family-like atmosphere. The family-like atmosphere demonstrates increased
levels of support, which exemplifies this exact Texas State LLC Programs pillar.
Along with the family atmosphere there is the downside of cohesion. Many students
expressed that everyone in their LLC knew their secrets regardless of their wishes, and “drama”
was caused by being too close. A common sentiment from virtually all students interviewed was
“when you’re together all of the time, drama happens”. Kelly said, “People would start drama.
We were like siblings exactly…at times we couldn’t stand each other”. This shows that there is

such a thing as being “too close” within LLC communities. The Texas State LLC Programs
should strive for a balance between community inclusion and privacy. The researchers found that
through high levels of cohesion, cliques had formed within the communities. This resulted in the
creation of in-groups and out-groups.
Even though the family atmosphere was apparent to everyone, some students experienced
what it was like to not be an accepted part of the family. Alyssa confessed that she “didn’t feel
welcome” and in fact stated that she felt more welcomed in a normal residence hall the following
year than she had in her LLC. Jack, a student from one building of the two in the Residential
College LLC, was a self-proclaimed outcast of his community. He stated, “When I went to the
other dorm I was ostracized. I felt as if there was bullying to the point where people said
homophobic remarks to me and made fun of me for being from Germany.” It is important to note
here that the fellow members of his LLC attributed a homosexual orientation to Jack when he
was a heterosexual. He pointed out that they did so just because he was different and “they didn’t
like him”.
There were three separate instances of bullying in the Residential College LLC as well.
Ellie, a student from the Residential College LLC, told a personal story where a girl thought Ellie
was out to get her because she made a comment about not talking during the movie. The
situation escalated to the girl threatening Ellie and trying to get Ellie kicked out of the LLC.
Much of past research shows the positive affects and benefits of the LLCs, however it is
important to note that there are negative experiences. The creation of cliques leading to in-group
out-group, instances of bullying, and tension created from constant interaction are examples of
these. It is because of these negative instances that LLCs need to be more aware of level of

cohesion and the social status of each member. RAs should work toward minimizing or
eliminating the number of students within the out-group and moving every student into the in-
group to build a stronger more inclusive community. A suggestion for how to do so is included
in the Recommendations section of this paper.
Faculty Influence
The third theme that emerged was faculty influence. This theme included sentiments
expressed about live-in professors and Residential Assistants (RAs). Multiple students from the
Residential College LLC expressed how they enjoyed the fact that a professor lived with them.
However the impact of live-in professors was less significant than the impact of RAs. There were
three dimensions that were found among the subtheme of RAs: RAs being a make or break
aspect of the student’s LLC experience, positive behaviors of the RA, and negative behaviors of
the RA.
Throughout many interviews, students expressed how their experience hinged on their
RA’s enthusiasm, commitment, attitude, and involvement. Raquel, a student from the mass
communication LLC, confessed that her RA didn’t have enough enthusiasm or commitment and
this discouraged others members of the LLC from showing up to events. Heather stated,
I did not get as much out as I thought they would. Because the RA was in charge and she
was also Pre-Med, so she was too busy to care. The RA was the only one who could set
up resume building events but she didn’t have time to orchestrate them.
Some students, on the other hand, expressed that their RAs were “perfect”. Annie stated
that she highly regarded her RA Jessica. Jessica would ask the LLC members if there was

anything they wanted to do. She would try her hardest to help them do anything they asked her
about. Annie is still friends with Jessica today.
It is apparent that RAs have a major influence on LLC students’ experience. With the
impact being so powerful, it is important to note whether the student’s experience is positive or
negative. Negative RA experiences are a problem. Students with negative RA experiences are
being deprived of beneficial social, academic, and career event opportunities. Having a positive
RA experience led to the fulfillment of these needs. The more involved and approachable the RA
was, the more engaged the students were in the LLC community. This also led to affective
learning. When the students had positive feelings towards their RA, they also had positive
feelings toward the LLC. These positive feelings toward the LLC led to the lasting relationships
they would create within the community. This dichotomy of positive and negative RA
experience creates an inconsistency within LLCs that should be addressed.
Similarities
Similarities of the LLC are characterized by instances where the LLC members expressed
being similar to other members in the community. LLCs were expressed to be similar in their
interests and values, goals and paths, classes and majors, college and life experiences, and living
situations. This included mutually influencing one another due to being like-minded. The attitude
that the LLC was a “community of people who cared about the same thing living in the same
place” was widely repeated. Haley, a member of the Future Teachers LLC, was asked how she
would describe what being a member of an LLC was like to her family. She responded that she
told her grandparents, “It is groups of students with the same major, same classes, who live in the
same hall, work together, do events together, and do social events together”. A further example

of the similarities theme that occurred was a story recounted from Danielle, a member of the
Psychology LLC. She stated that on a movie night, “We were all analyzing the movie and
commenting the same things. It felt good being a group of diverse people who laughed when I
laughed and gasped when I gasped.”
These statements are perfect representations of three of the four pillars of the Texas State
LLC Programs at work. The pillars of shared living space, co-enrolled courses, and co-curricular
experiences are currently and successfully being implemented. Creating a similar experience and
environment for students should be an objective of the LLC Programs. These objectives have
been demonstrated within this study as well as in past studies (Gabelnick et al., 1990; Living
Learning Communities, 2015; Haynes & Janosik, 2012). The theme of similarity has led to
academic assistance, which increases cognitive learning (Bloom, 1956). Similarity also has a
hand in increasing social interaction, which increases affective learning (Pascarella et al., 1994),
and students engaging in more campus related activities, which increases behavioral learning
(Scannell & Tracy, 1975). Thus this theme has a positive influence on all domains of learning,
heightening its importance for being considered an objective of the LLC Programs.
Expansion
The final theme that emerged was the idea of expansion. Statements that characterize this
last theme were positive expressions that the LLCs of Texas State University need to be
expanded. Many students expressed that they did not know they were in a LLC until the semester
started and that they joined by accident. Raquel stated, “If more people knew about it they would
join”. At the end of the interviews, multiple students expressed that the knowledge of the
existence of LLCs should be more widely known. Not only was the feeling that the LLCs should

be better advertised common, but also many students wished there were more LLCs. Students
expressed requests for more majors and more halls. Natalie, a student from the Residential
College LLC said, “For every ten residence halls, three of them should be living learning
communities”. Rebecca, from the Future Teachers LLC, also repeated this attitude when she
expressed that the LLCs “need to be bigger, involve more people, and be across different dorms
so they can all come together and have big events”.
While this want for expansion is indicative of an increase in affect, the divide between
students being aware that they were in a LLC or not at the beginning of the semester is alarming.
Increased opportunities for awareness and advertising should be considered. If more incoming
students are aware of this opportunity, they would apply, thus satisfying the need for expansion.
The Texas State LLC Programs are successfully meeting their four pillars, and a majority of the
students are having a positive experience. Due to these positive experiences, students are
requesting that there should be more LLCs. The students are involved and appreciative enough
that they want more people to have the same opportunity.
Recommendations and Conclusion
Based on the themes found within this study, the researchers have developed five goals
that the Texas State LLC Programs should strive to achieve. The first goal should be to
maximize the beneficial qualities of LLCs. This goal includes developing skills for future
careers, transition to college, academic assistance, and social support. The second goal should be
developing a family-like atmosphere where everyone feels included. LLCs should be a
community where there are no in-groups and out-groups and negative tensions are as low as
possible. The third goal should be to provide a consistent experience throughout the LLCs. The
appreciated level of similarity between the students showed that consistency is a positive goal for

LLCs to have. The discrepancies between experiences with inclusion and RA involvement
negatively impact the LLC experience. These discrepancies should be addressed with increased
levels of consistency throughout the communities. The fourth goal should be to uphold the four
pillars. These four pillars increase opportunities for similarities among members, which would
add to the degree of consistency being accomplished. The fifth goal for the Texas State LLC
Programs should be to constantly expand to reach more students. Former students called for the
growth of LLCs. They believed that students should have the opportunity to partake in this
beneficial experience.
The researchers have a variety of recommendations believed to be beneficial to the LLCs
and their members as well as to satisfy the five goals. The first set of recommendations revolves
around LLC RAs. Due to the make or break aspect of RAs on a students LLC experience and the
discrepancy between positive and negative experiences with RAs, the RA hiring process needs to
look for specific qualities in potential candidates. These specific qualities should be enthusiasm,
commitment, time management skills, extroversion, and compassion. RAs need to have a passion
for what they do in order to ensure that they are proving the right experiences for students. They
must be able to allocate enough time to do so. They should also be extroverted and
compassionate to increase the perception of approachability and feeling of inclusion within the
community. There should be a pre-training assessment of RAs for the purpose of ensuring they
have the desirable character traits listed above.
RA training needs to focus on Leader-Member Exchange techniques and conflict
management. Leader-Member Exchange is an organizational leadership theory that focuses on
moving employees from the out-group to the in-group (Graen & Uhl-Bien, 1995). This can be
translated into the LLC atmosphere. RAs can use the techniques laid out in this theory to

maximize the number of students in the in-group (students who feel included and a part of the
family) and decrease or eliminate the amount of students in the out-group (students who feel
unwelcomed or ostracized). They should be versed in how to create meaningful and supportive
relationships between themselves and all members. Through this, RAs can be more aware of the
relationships between students and RAs and also the relationship dynamics between students.
Better RA conflict management would decrease the amount of bullying and drama between
students. This training should have a special focus on RAs in the Residential College LLC due to
the multiple accounts of bullying within this LLC. These recommendations would help
accomplished the goals of developing a family-like atmosphere, providing a consistent
experience, and can help with maximizing the beneficial components of social support. After
training, RAs should complete a post-training assessment to ensure that they have learned the
appropriate procedures and skills. Students should also take mid and end-of-year evaluations
about their experiences in LLCs. This would not only gauge if the desired benefits of academic
assistance, social support, transition to college, and future career skills are being met, but also if
the RAs are effectively doing their job. This is very important considering the RAs have such an
impact on the entire LLC experience.
The next set of recommendations are more focused on the expansion of the LLCs. First,
the advertising of LLCs needs to be improved. Currently, many students do not realize that they
are a part of an LLC until they move into their dorm. There needs to be an increase in awareness
of their participation before they arrive. The researchers recommend that emails should be sent
out notifying students of their enrollment in the LLC. These emails should require a response of
consent and acknowledgement of their membership from the student. These emails should not go
out attached with other large sections of information, which increases the chance of the email

being deleted or lost in the incoming student’s inbox. The emails should only focus on consent
and acknowledgement and not have unrelated information that would distract or overwhelm the
recipient.
There should also be increased advertising targeted toward parents. Of the students who
knew they were going to be in a LLC, many confessed that it was not their idea to join the
learning community, but their parent’s idea. The beneficial nature of LLCs, including the family-
like atmosphere, should be marketed towards parents. Ways to increase publicity would be a
heavier focus during family campus tours, emails sent to parent email addresses of incoming
students, and newsletter-style advertisements sent to their parent’s home through the postal
service.
In line with increased advertising, the LLCs should become a focal point of why
prospective students should choose Texas State. The LLCs here have been shown to be
extremely beneficial in multiple ways. The Texas State website should make their existence and
benefits more obvious to prospective students and their parents when browsing. Making it easier
to let students know about this valuable opportunity is vital. The existence of LLCs, what they
specifically are, and how to join one needs to be clear. Also, more recruitment campaigns need to
be made. One student mentioned how a Texas State representative visited his school and
discussed LLCs with graduating seniors set to attend Texas State. More representatives need to
circulate Texas high schools, emphasizing LLC importance and how to become involved.
With the goal of expansion, the researchers recommend that the Texas State LLC
Programs create more LLCs for a bigger variety of majors. This expansion should also include
more residence halls across campus. Many participants in this study emphasized the importance

of expanding the LLC community. They believed it was an opportunity that everyone should
have the chance to experience. A small survey should be given to the students at the beginning of
the year to determine how they became a member of the LLC and if the advertising tactics are
effective.
It is evident through this study that LLCs contain beneficial outcomes, inclusive aspects,
faculty influence, similarities among members, and the want for expansion. Through these
interviews, the majority of students seemed enthusiastic about recounting their experiences.
Multiple participants described the experience as the best part of their life and wanted more
students to have the opportunity as well. It should be noted however, that there were a small
documented number of negative experiences within LLCs. Hopefully this study, the five
suggested goals, and the provided recommendations can be used to minimize negative accounts
and further positive experience.

Appendix A
Beneficial Qualities:
Future/Long-Lasting Effects
- I went every Friday to a local elementary school. Here I would do PE, started a
scrapbooking club for the kids, and helped out in a learning disability class. I had a connection
with a kid in the PE class that would only listen to me. I still keep in touch with the faculty at
school (Annie).
- I learned how to take notes, take a test, and learned how to go into a test with more
confidence (Alyssa)
Transition/Adjustment to College
- I was from a small town and my high school didn’t do much to prepare me well for
college. I felt as if I got thrown into college and it was a good start off/transition. It’s a good step,
like a half step instead of a big jump (Kelly).
Academic Help
- Before exams we would get together in living area and would do the study guide, quiz
each other, and teach different parts. We had a group to fall back on (Heather).
Social Assistance
- It was a really, really easy way to make friends. It helps us get out there. It helped me
meet everybody else in the dorm (Annie).

Inclusion:
Family-Like Community
- We’re complete like a family. We do everything together, eat, study, Bobcat Days. It’s
exactly what it is. Live. Learn. And a Community. You live together, you learn together and
you’re a community (Sarah).
- When you’re together all of the time, drama happens.
- People would start drama. We were like siblings exactly…at times we couldn’t stand each
other (Kelly).
Out-Group
- When I went to the other dorm I was ostracized. I felt as if there was bullying to the point
where people said homophobic remarks to me and made fun of me for being from Germany
(Jack).
- A girl that thought Ellie was out to get her because she made a comment about not talking
during the movie. The situation escalated to the girl was threatening Ellie and trying to get Ellie
kicked out of the LLC
Faculty Influence:
Make or Break Student Experience
- Raquel stated that her RA didn’t have enough enthusiasm or commitment and this
discouraged others members of the LLC from showing up to events.

Positive and Negative RA Behaviors
- I did not get as much out as I thought they would. Because the RA was in charge and she
was also Pre-Med, so she was too busy to care. The RA was the only one who could set up
resume building events but she didn’t have time to orchestrate them (Heather).
- Annie talked a lot about her RA Jessica. Jessica would ask the LLC members if there was
anything they wanted to do. She would try her hardest to help them do anything they asked her
about. Annie is still friends with Jessica today.
Similarity:
- It is groups of students with the same major, same classes, who live in the same hall, work
together, do events together, and do social events together (Haley).
- We were all analyzing the movie and commenting the same things. It felt good being a
group of diverse people who laughed when I laughed and gasped when I gasped (Danielle).
Expansion:
- If more people knew about it they would join (Raquel).
- For every ten residence halls, three of them should living learning community (Rebecca).

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