Our Findings

Students who reported high major support had more academic confidence, stronger intentions to persist in their major, and higher career attitudes than students with weak major support.

Students who more frequently discussed major social issues and views about multiculturalism and diversity with peers reported higher levels of critical thinking.

Students in Theme LLPs indicated higher levels of campus civic engagement than those in General LLPs.

Non-LLP students also indicated lower rates of campus civic engagement than individuals in living learning programs.

An academically- focused residential environment is positively associated with a number of academic and social outcomes, as is a supportive residential environment.

Students in Academic LLPs reported significantly higher career attitudes than students in either General LLPs and Theme LLPs.

When compared to their non-LLP peers, LLP students reported higher rates of campus belonging.

The 2021 annual report is now available!

Download the 2021 report

Interested in previous findings? Download the 2019, 2018, 2017, 2016, and 2015 reports here.

Research Articles Using ACREO Data

Selznick, B. S., Dahl, L. S., Youngerman, E., & Mayhew, M. J. (2021). Equitably linking integrative learning and students’ innovation capacities. Innovative Higher Education. Advance online publication. https://doi.org/10.1007/s10755-021-09570-w
Youngerman, E., Dahl, L. S., & Mayhew, M. J. (2021). Examining the psychometric properties of a new integrative learning scale. Research in Higher Education. Advance online publication. https://doi.org/10.1007/s11162-021-09623-1
Duran, A. A., Dahl, L. S., Prieto, K., Hooten, Z. J., & Mayhew, M. J. (2020). LGBQ+ students of color and belonging: Exploring subgroups, college environments, and experiences. Journal of Diversity in Higher Education. https://psycnet.apa.org/record/2020-36384-001
Dahl, L. S., Duran, A. A., Hooten, Z. J., Stipeck, C., Youngerman, E., & Mayhew, M. J. (2020). Investigating the influence of residential learning communities on student experiences and outcomes. Learning Communities Research and Practice, 8(1), Article 6. https://washingtoncenter.evergreen.edu/lcrpjournal/vol8/iss1/6/
Duran, A. A., Dahl, L. S., Stipeck, C., & Mayhew, M. J. (2020). Critical perspectives on students’ sense of belonging: A quantitative analysis of race, generation status, and collegiate environments. Journal of College Student Development, 61(2), 133-153. https://doi.org/10.1353/csd.2020.0014
Dahl, L. S., Duran, A. A., Selznick, B. S., & Mayhew, M. J. (2019). Examining the differences in career and academic confidence for heterosexual and LGBQ students. Journal of Diversity in Higher Education, 14(1), 123–134. https://psycnet.apa.org/record/2019-70468-001
Mayhew, M. J., Lo, M. A., Dahl, L. S., & Selznick, B. S. (2018). Assessing students’ intention to intervene in a bystander situation. Journal of College Student Development, 59(6), 762-768. https://doi.org/10.1353/csd.2018.0072