Exploring The Reciprocal Relationship Between A Comprehensive Living-Learning Program And Institutional Culture: A Narrative Inquiry Case Study

University of Vermont ScholarWorks @ UVM Graduate College Dissertations and Theses Dissertations and Theses 2017 Exploring The Reciprocal Relationship Between A Comprehensive Living-Learning Program And Institutional Culture: A Narrative Inquiry Case Study Christopher Paul Marquart University of Vermont Follow this and additional works at: https://scholarworks.uvm.edu/graddis Part of the Higher Education Commons, and the Higher Education Administration Commons Recommended Citation Marquart, Christopher Paul, "Exploring The Reciprocal Relationship Between A Comprehensive Living-Learning Program And Institutional Culture: A Narrative Inquiry Case Study" (2017) Graduate College Dissertations and Theses 736 https://scholarworks.uvm.edu/graddis/736 This Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks @ UVM It has been accepted for inclusion in Graduate College Dissertations and Theses by an authorized administrator of ScholarWorks @ UVM For more information, please contact donna.omalley@uvm.edu EXPLORING THE RECIPROCAL RELATIONSHIP BETWEEN A COMPREHENSIVE LIVING-LEARNING PROGRAM AND INSTITUTIONAL CULTURE: A NARRATIVE INQUIRY CASE STUDY A Dissertation Presented by Christopher P Marquart to The Faculty of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirements for the Degree of Doctor of Education Specializing in Educational Leadership & Policy Studies May, 2017 Defense Date: March 10, 2017 Dissertation Examination Committee: Deborah E Hunter, Ph.D., Advisor Stuart L Whitney, Ed D., RN, Chairperson Jason C Garvey, Ph.D Vijay Kanagala, Ph.D Cynthia J Forehand, Ph.D., Dean of the Graduate College ABSTRACT Over the past 50 years, living-learning programs (LLPs) have emerged as a dynamic curricular innovation in higher education These programs are residentially based, seeking to seamlessly integrate the classroom and residence hall environments and blur the traditional boundaries between the academic and residential experiences for students (Kuh, 1996; Inkelas & Soldner, 2012) However, efforts to implement LLPs at some campuses have been met with resistance; this is not surprising, as institutions of higher education are often charged in part with preserving cultural and social norms, therefore making them naturally resistant to change (Shapiro & Levine, 1999) One of the most common challenges facing colleges and universities that seek change is a tendency for institutional culture dynamics to be potentially divisive and foster internal conflict (Kuh & Whitt, 1988) Such conflict impacts faculty, students, and administrative subcultures Institutional partnerships that can overcome divisive cultural dynamics have the potential to greatly enhance the campus climate (Nash et al., 2016) This qualitative research study asks the overarching question, “How does institutional culture influence the creation and development of an LLP and, in turn, can an LLP reciprocally shape institutional culture?” This case study examines the internal conflict and cultural implications related to the founding of a comprehensive first-year residential college system at St Lawrence University – a small, private liberal arts institution in the Northeast Utilizing Kuh’s & Whitt’s (1988) Framework for Analyzing Culture in Higher Education, as well as Schein’s (2004) Conceptual Model for Managed Culture Change, this study collected data through historical document analysis, as well as narrative inquiry interviews focusing on the artifacts, values, assumptions, and beliefs of the campus community Indepth interviews were conducted with faculty and administrators who played key roles in the foundational years of this LLP, as well as with faculty who opposed the program The findings of this study demonstrate how preexisting cultural conditions heavily influenced the creation and development of the LLP This study also identifies the ways in which several deeply entrenched cultural conditions changed, indicating this comprehensive LLP fostered a relational capacity to facilitate institutional culture change DEDICATION To Wesley and Colby The two of you are my inspiration At some point in each of your lives, you will have to ask yourselves the question, “What does success look like for me?” I hope this endeavor, and the story it tells, proves to be helpful in some small way for each of you as you seek to find your answers ii ACKNOWLEDGEMENTS This long and rewarding journey would not have happened without the love and support of my family I would especially like to thank you, Emily, as you are my rock I could not have done this without your unyielding support We made it I would also like to thank my parents, and Bob and Cathy, for all of your efforts and sacrifices throughout the years I would like to acknowledge Larry Casey and Coach John Casserly, two very special people from a much earlier time in my life Each of you saw something in me at a time when not many others did Your faith empowered me, shaped my path in life, and influenced my worldview in immeasurable ways While much time has passed, please know that I would not have even considered starting this journey were it not for both of you and all you have done for me Thank you This effort would not have been possible without the assistance and support of my amazing colleagues from St Lawrence I owe a huge debt of gratitude and thanks to President Bill Fox and Dean Val Lehr for consenting to this study Jenny Hansen deserves all of the credit for rounding up an impressive group of interview participants; I have no doubt someone else will one day write a history of her career accomplishments I would also like to recognize the help of Debbie Bishop, Elaine White, Mark McMurray, and Paul Haggett for digging up primary source documents for me, as well as the support iii of Joe Tolliver and the entire Residence Life team for enabling me the flexibility to balance work commitments with this research effort Thank you to all of my interview participants for volunteering your time and sharing your memories This proved to be a story of transformation with passion for students and learning at its core I hope I was able to tell it in a holistic and accurate way that also captures the essence of how special this period of time was for so many of you Finally, I would like to thank my advisor, Deb Hunter, for her warm support and encouragement from day one You supported me since before I was even accepted into UVM, and have been there for me every step of the way To my defense committee, Vijay Kanagala, Jay Garvey, and Stuart Whitney, as well as Judith Aiken; each of you have been so supportive and helpful throughout this process and I could not have done it without you Thank you! iv TABLE OF CONTENTS Page DEDICATION ii ACKNOWLEDGEMENTS iii LIST OF TABLES xi LIST OF FIGURES xiii CHAPTER 1: INTRODUCTION 1.1 Statement of Problem 1.2 Significance of Study 1.3 Local Context 1.4 Purpose of Study 1.5 Research Questions 10 1.6 Conceptual Framework 11 1.7 Definition of Relevant Terms 13 1.8 Background and Role of Researcher 14 1.9 Organization of Study 17 CHAPTER 2: LITERATURE REVIEW 20 2.1 Theoretical Frameworks 22 2.1.1 Kuh & Whitt’s Framework for Analyzing Culture in Higher Education 23 v 2.1.2 Schein’s Conceptual Model for Managed Culture Change 24 2.2 Institutional Culture 25 2.2.1 Student Cultures 26 2.2.2 The “Distinctive College” 29 2.2.3 Expanding the Scope of Institutional Culture 30 2.3 Organizational Change 32 2.4 A Historical Overview: Residential Liberal Arts Colleges & Culture 38 2.4.1 European Influences 39 2.4.2 Colonial America 40 2.4.3 Antebellum Period 42 2.4.4 The Industrial Revolution & Educational Reform 45 2.4.5 The Post-War Era 48 2.4.6 Academic Curriculum: The Evolving Definition of Scholarship 52 2.4.7 Guiding Philosophies of the Student Affairs Profession 58 2.5 History of Living-Learning Programs 61 2.6 Living-Learning Programs 68 2.6.1 Foundational Research for LLPs 69 2.6.2 National Study of Living-Learning Programs 74 2.6.3 Implementation of Learning Communities 77 2.7 Analysis of Literature 80 CHAPTER 3: METHODOLOGY 85 3.1 Research Questions 87 3.2 Research Paradigm 87 3.3 Value of Qualitative Methodology 89 vi 3.4 Research Design 90 3.5 Setting 92 3.6 Sample Population 94 3.7 Access to Site 96 3.8 Instrumentation 97 3.9 Trustworthiness and Dependability 97 3.10 Data Collection Procedures 100 3.10 Data Analysis Procedures 102 3.11 Ethical Considerations 107 3.12 Limitations and Delimitations 108 CHAPTER 4: INSTITUTIONAL SETTING 111 4.1 “A Candle in the Wilderness” Is Founded, 1856 112 4.2 The Early Years, 1858 – 1887 115 4.3 Campus Change and the “Epoch of Expansion,” 1888 – 1918 121 4.4 Transformation into a Residential College, 1919 – 1939 130 4.5 World War II and the Post-War Boom, 1940 – 1969 139 4.6 Student Activism and Emerging Concerns with Greek Life, 1969 – 1978 148 CHAPTER 5: FINDINGS 161 5.1 Data Description 162 vii 5.2 Research Question 1: Preexisting Culture Conditions 166 5.2.1 Student Culture 167 5.2.2 Faculty Culture 171 5.2.3 Administrative Culture 173 5.2.4 The BASK Program 174 5.2.5 Committee on the Academic Environment 176 5.2.6 The Beta House Fire and the Ad Hoc Report 177 5.2.7 The “Flying Blue Max” 180 5.2.8 The Departure of Van de Water 182 5.2.9 The Gulick White Paper 183 5.2.10 East College and the Experimental Residential Colleges 186 5.2.11 Greek Debate Continues: Reciprocal Standards vs CAGS 190 5.2.12 The Committee on Residential Life 195 5.3 Research Question 2: Reasons for a Residential College Model 197 5.3.1 Reasons for a Residential Model 197 5.3.2 The Summer Study Group 199 5.3.3 The 1986 Proposal for Calendar and Curriculum Change 200 5.4 Research Question 3: Implementation and Initial Development of FYP 202 5.4.1 Implementation Efforts and “The Great Land Grab” 202 5.4.2 A Summer of Change 205 5.4.3 The Pilot Year, 1987 - 1988 210 5.4.4 The FYP Expands 213 5.4.5 The Departure of Howison 215 5.4.6 Assessment of the FYP 216 5.4.7 The Spring 1992 Debate 221 5.4.8 Cultural Perspectives of the FYP Debates 224 5.4.9 A New First-Year Dean and Program Changes 229 5.4.10 “REC 26” 233 5.4.11 The Final Stand: Cultural Backlash from Alumni Council 237 viii .. .EXPLORING THE RECIPROCAL RELATIONSHIP BETWEEN A COMPREHENSIVE LIVING-LEARNING PROGRAM AND INSTITUTIONAL CULTURE: A NARRATIVE INQUIRY CASE STUDY A Dissertation Presented by Christopher P Marquart... Cynthia J Forehand, Ph.D., Dean of the Graduate College ABSTRACT Over the past 50 years, living-learning programs (LLPs) have emerged as a dynamic curricular innovation in higher education These programs... These programs are residentially based, seeking to seamlessly integrate the classroom and residence hall environments and blur the traditional boundaries between the academic and residential experiences