Home Sweet Home: A Phenomenological Case Study Exploring the Lived Experiences of Residential Students in Curricular Environments

Abstract

This qualitative phenomenological case study describes how six individuals experienced living on their campus in a residential environment that employed a specifically-designed residential curriculum model. Performed during the challenges and restrictions in place by the global COVID-19 pandemic, data collection included virtual meetings and observations with undergraduate students who lived on campus for a minimum of two years. This study addressed the following research question: What are the experiences and perceptions of undergraduate students living on campus in intentionally designed residential curricular environments relative to the intended outcomes of that residential community? Four themes emerged from the interviews: the importance of community and belonging, knowledge and impact of the residential curriculum, perceptions of personal growth relative to expected outcomes, and influence of external factors. Themes were analyzed through the theoretical lens of Baxter Magolda’s theory of Self-Authorship and Learning Partnerships model (LPM). Implications from this research may inform practices in housing and residence life departments, marketing and recruitment, administrative and functional units in student affairs, institutional retention efforts, and targeted partnerships between faculty and staff entities.