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Assessing academic and personal outcomes for men engaged in the Sigma phi Epsilon residential learning community
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Zunick, Thea. Assessing academic and personal outcomes for men engaged in the Sigma phi Epsilon residential learning community. Retrieved from https://doi.org/doi:10.7282/T3028VBN

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TitleAssessing academic and personal outcomes for men engaged in the Sigma phi Epsilon residential learning community
NameZunick, Thea (author); De Lisi, Richard (chair); Hamrick, Florence (internal member); Winkler, Matthew (internal member); Rutgers University; Graduate School of Education
Date Created2017
Other Date2017-05 (degree)
SubjectDesign of Learning Contexts, Academic achievement, Greek letter societies
Extent1 online resource (xi, 108 p. : ill.)
DescriptionThe presence of fraternities on college campuses is a topic of controversy among various higher education stakeholders. While fraternity membership has been found to be positively associated with college persistence (Biddix, Matney, Norman, & Martin, 2014; Routon & Walker, 2014), other associations related to academic performance and social behavior are not as positive (Brint & Cantwell, 2008; Whipple & Sullivan, 1998). Though an obvious and longstanding presence on over 800 American campuses, these organizations have been called into question regarding their contributions to the collegiate experience. As a result, the North-American Interfraternity Conference (NIC) and some of its member organizations have developed programs designed to address issues of concern. The purpose of this quantitative study was to evaluate a residential learning community (RLC) program that was developed by a national fraternity, Sigma Phi Epsilon (Sig Ep). Sigma Phi Epsilon fraternity recognizes both RLC and non-RLC chapters. The research questions guiding this study were: (a) do men living in a fraternity house that employs the Sig Ep RLC program report higher levels of social and academic engagement compared to fraternity members in a chapter that does not participate in this program, and (b) are the grade point averages of men in the Sig Ep RLC higher than those of men whose chapter are not designated as a RLC? The National Survey of Student Engagement (NSSE) was completed by 761 undergraduate members of Sig Ep fraternity within 140 chapters. All class years participated in approximately equal percentages. A total of 32% (n = 245) were from a RLC chapter and 68% (n = 516) were from non-RLC chapters. A series of t-tests identified that while grade point averages were positively associated with involvement in an RLC, involvement with faculty and co-curricular opportunities were higher for non-RLC men. Further research is needed to clarify the relationship between student engagement and GPA for students in RLC and non-RLC chapters prior to implementing the Sig Ep RLC program on a wide-scale basis.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Thea Zunick
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3028VBN
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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