Date of Award

11-2024

Document Type

Dissertation

Copyright Status, No Creative Commons License

All Rights Reserved

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership for Diverse Learning Communities

Department

Education

School

School of Education and Human Services

Abstract

Living on campus during college offers students a unique opportunity to adjust to their new environment. As they navigate this transitional phase, first-year students encounter both new opportunities and challenges that help them forge connections within their community. The type of institution, including the number of students residing on campus, can significantly influence their overall college experience and expectations. This phenomenological study examined the experiences of seven first-year students residing at a primarily nonresidential institution. Through semi-structured interviews and photo journals, the research aimed to understand how these residential students connected with their campus and what factors influenced their experiences. A thematic analysis revealed four key findings: a wide range of diverse events facilitated greater opportunities for social interaction; intimate friendships played a crucial role in a successful transition; roommate dynamics were important; and positive interactions with campus administration, staff, and peers in communal spaces were essential for building a strong community. These findings can help higher education leaders develop policies, programs, and strategic plans to enhance student enrollment initiatives, retention, and success. The study will provide limitations and recommendations for future research.

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