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Assessing academic and personal outcomes for men engaged in the Sigma phi Epsilon residential learning community
Descriptive
TitleInfo
Title
Assessing academic and personal outcomes for men engaged in the Sigma phi Epsilon residential learning community
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Zunick
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Thea
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1980-
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Thea Zunick
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author
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(type = personal)
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De Lisi
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Richard
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Richard De Lisi
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Advisory Committee
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chair
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Hamrick
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Florence
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Florence Hamrick
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Advisory Committee
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internal member
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(type = personal)
NamePart
(type = family)
Winkler
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(type = given)
Matthew
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Matthew Winkler
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Advisory Committee
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internal member
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Rutgers University
Role
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degree grantor
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Graduate School of Education
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Text
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theses
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2017
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2017-05
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2017
Place
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xx
Language
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eng
Abstract
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The 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.
Subject
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Topic
Design of Learning Contexts
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Title
Rutgers University Electronic Theses and Dissertations
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ETD_8105
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electronic resource
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application/pdf
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text/xml
Extent
1 online resource (xi, 108 p. : ill.)
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Subject
(authority = ETD-LCSH)
Topic
Academic achievement
Subject
(authority = ETD-LCSH)
Topic
Greek letter societies
Note
(type = statement of responsibility)
by Thea Zunick
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TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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NjNbRU
Identifier
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doi:10.7282/T3028VBN
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
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The author owns the copyright to this work.
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Name
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Zunick
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Thea
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Permission or license
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2017-04-19 11:49:25
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Thea Zunick
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Affiliation
Rutgers University. Graduate School of Education
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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