Do Students Who Live On Campus Have an Advantage over Those Who Live Off Campus?

The athletics department reserves a specific amount of spaces per year for their athletes to live on-campus because of being under contract. Effects of this amount of space is continuing to kick out upperclassmen that want and need the benefits of on-campus living such as learning communities, residential colleges, etc. Texas State is growing fast and now experiencing limited space and money to expand on-campus living in order to accommodate incoming and returning students and adhere its mission for education policy. The negative effects of this problem are that a percentage of freshmen, as well as a large percentage of upperclassmen, are now not receiving the opportunities that living on-campus provides because there is no structure off-campus. For instance, SLAC is not mandatory, and neither are tutors. By living in the dorms, or on-campus apartments and suites, students have services readily available to them like residential colleges and learning communities. Residential colleges are “living-learning communities” where students live and go to class with people in the same major. In each room are students who have the same schedules. In each residential college, tutors are available, as well as study groups, and seeing as everyone in that building are taking the same tests at the same time this provides a strong academic community. Learning communities are specifically for a certain dorm or apartment

College is one of the biggest stepping stones of life. For some, the transition can be rough. Many important decisions have to be made, one of those being housing arrangements. The decision to dorm or commute can change one’s perspective at college immensely. They are very different; dorming is not for everybody; commuting is not for everybody. Commuting and dorming differ in independence, money, transportation, and experiences.

College, when it works most reliably, is a complex system of designed norms and nudges that make activities such as going to class, studying, writing papers, and interacting with peers a natural, almost automatic part of each day. Students spend most of their time on or near campus, where those around them have similar goals or are supporting them in their goals. Their diversions from classwork—whether

Students often do not take advantage of the opportunities available to them in the wider community because of a wide variety of engagement and extra-curricular opportunities offered on college campuses.

2004). If community colleges are able to provide resources for students to formulate culturally based clubs and organizations in efforts to aid in the retention and persistence efforts amongst minority students. Research also indicates the correlation amongst student engagement and student persistence (Astin, 1985; Tinto, 1993; Pascarella & Terenzini, 2005). A recent study conducted by (Wang and Shiveley, 2009) showed improvement in the retention of first-year students because of their participation in extracurricular activities. Students who are involved in activities are more likely to be successful.

To encourage advisors to establish a close relationship with students, Yarbrough (2002) suggests an engagement model approach to develop a close relationship between the student advisee and the academic advisor. The five characteristics of the model are: 1) advisors acknowledge individual academic standards, (e.g. recognizing students’ abilities), 2) advisors provide catalog information (e.g. allowing students to understand academic requirements), 3) advisors encourage students to recognize their strengths and weaknesses ( e.g. determining what classes to take according to their abilities), 4) students explore their academic interest (e.g. researching about undergraduate programs), and 5) students make it a priority to complete their program successfully (Yarbrough, 2002). Yarbrough’s model fulfills that academic advisors can model a positive relationship with their student advisees. Vianden and Barlow (2015) claim that a strong interpersonal relationship influences students’ ability to succeed in their college academic career. As a result, the academic advisor has the ability to encourage and motivate students to succeed in their academic and career

Furthermore, Tinto hypothesized that the more students perceive they are integrated into the institution, both socially and academically, are not likely to withdraw from college. As students matriculate to college, they bring individual social and academic background qualities and familiarities, various educational goals, and differing stages of interest in college. As time elapses, students interact with the social and academic systems of the institution to integrate into the college setting. The degree of integration effects the decision to depart or continue in college (Tinto, 1975).

This article the author is really trying to push for Student Affairs officials to bridge the gap between campus and commuter students. And that means doing whatever it takes to make that the university commuter-friendly whether by making more space for commuters on campus or areas to tend to all of their psychological needs. And this idea is similar to residence hall on campuses that have learning communities within them to tend to a certain group of students. The results in this article show that psychologically, students who were commuter students and attended a community college (as opposed to students at research universities, regional universities, or liberal arts colleges) had lower gains in psychological well-being over the first year

In addition to professors, students also lack enthusiasm while attending college. Although the overall atmosphere is friendly, quite often students are unable to fully engage while on campus. Often I hear how Cleveland State feels too much like a community college, partially because over half of the student body are commuters and are unable to stay for long periods of time. This circumstance does not always help improve relations between student’s faculty, and administration. For example, issues such as time management, communication, and stress are some of the main complaints from all three sides. As a result, student motivation to finish college at Cleveland State can drop drastically, which reflects the thirty-three percentage of alumni.

College is for those who want to get a better career and job. The students should maintain a great relationship with the faculty and administrators. The students must focus on their priorities and keep up their work. “by retrieving each statement, it appears that this sample of students tend to take the views that students should take an active role in their education and adjustment to college programs are positive” (Desiderato et al). They

Each of the three groups in the sample looked and compared: the mean GPA, retention rates, total credits earned. It further measured the students ACT, High School Rank , Residence Hall and Living Off Campus for first semester. The researchers found that the data did not reveal significant patterns and or relationships among the categories used. The numerical differences in mean GPA, credits earned and retention rates were relatively small. T-tests of retention rate differences for the Freshman Seminar treatment and the no treatment control group also showed no statistically significant differences.

This study compared and contrasted preferences and experiences of traditional and non-traditional students. Students at a mid-sized state university in the southeast region of the United States were surveyed to determine the number of hours spent working off-campus, hours spent studying, their preferred learning format, and current GPA. Results of the study revealed that non-traditional students surveyed spent significantly more hours studying and working off-campus. No statistically significant differences were observed between groups regarding preferences in learning format, number of hours enrolled, and grade point averages.

Pascarella and Terenzini (1983) generated the integrating summary scales to measure the two variables social and academic integration, distinguished by Tinto’s (1975) model of college student persistence. This instruments has been known as one of the most fruitful and valid tools to assess academic and social integration, the major dimensions of Tinto’s (1975, 1987, and 1993) student departure model, respecting to interactions among faculty, peers, and the university environment (Andreatta, 1998; Beard, 1998; Bers & Smith, 1991; Burns, 1994; Downing, 2005; English, 1993; Ferrer, 1997; Fox, 1984; French & Oakes, 2004; Hanna, 1997; Howell, 1999; Lavine, 1992; Robinson, 2003; Ross, 1992; Schutt, 1996; Thomas, 1994).

First thing the student must look at when deciding on their living accommodations is expense. Living on campus provides the student with a bed, food, and most of the time free entertainment. While living off campus the student encounters many different expenses than they would living on campus for example, the housing fee on campus is one fee. As compared to living off campus which requires different payments like rent, electricity, water and more. Similarly all these bills must be paid for in one way or another, whether it be through one payment or several. Another expense that comes up when comparing on or off campus is the student 's food bill. On campus there is usually some sort of meal plan where the students swipe a card at a restaurant or use it in the cafeteria. Living off campus the student must find their own food, if they can cook for than

Students living on campus have a lot more advantages compared to student who commute to school. Time is not an issue for students living on campus because they reside at the college, which makes it a lot easier to get to class. Whereas, students, who commute struggle to get up in order to catch a bus or two to get to class on time. Students living on campus can spend extra money on other things such as movies since they don’t have to pay for food or transportation. In contrast, students who commute need to save money on the