Luthi, K., & Kar, M., & Macon, L. (2022, August), Equity in Engineering Education: The Experiences of Non-Traditional Students in Introductory Engineering Courses with Peer Learning Support  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41955

\bibitem{asee_peer_41955}
  Luthi, K., \& Kar, M., \& Macon, L. (2022, August), \emph{Equity in Engineering Education: The Experiences of Non-Traditional Students in Introductory Engineering Courses with Peer Learning Support}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41955

Kimberly Luthi, Mohua Kar, and Lisa Macon.  "Equity in Engineering Education: The Experiences of Non-Traditional Students in Introductory Engineering Courses with Peer Learning Support".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41955 Internet.  11 Jul, 2024

\bibitem{asee_peer_41955}
  Kimberly Luthi, Mohua Kar, and Lisa Macon.
  "Equity in Engineering Education: The Experiences of Non-Traditional Students in Introductory Engineering Courses with Peer Learning Support".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41955 Internet.  11 Jul, 2024

@INPROCEEDINGS{asee_peer_41955
author = "Kimberly Luthi, Mohua Kar, and Lisa Macon"
title = "Equity in Engineering Education: The Experiences of Non-Traditional Students in Introductory Engineering Courses with Peer Learning Support"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41955}
number = {10.18260/1-2--41955}
}

TY  - CPAPER
AB  - This paper discusses implications for practice and the tools used to develop surveys and focus groups to better understand the impact Peer-Led-Team-Learning (PLTL) had on students in introductory engineering courses. As part of a three-year pilot study entitled, Engagement in Engineering Pathways funded by the National Science Foundation Improving Undergraduate STEM education grant program, the paper will offer an overview of a well-established intervention strategy that improves engineering student’s retention, persistence, and career choice, specifically for students traditionally underrepresented in engineering disciplines. 
Success of our program was dependent on the professional development and commitment of both faculty and peer leaders who invested time and effort in facilitating the supplemental recitation sessions. The sessions were attended by undergraduate engineering students at a multi-campus, federally-designated Hispanic-serving, public, two-year college in the southeast United States. The paper addresses the findings from the STEM Experiences Survey as well as best practices for developing a faculty and peer leader training to successfully engage underrepresented minority students and females with the inclusion of active learning activities. Through the use of peer leaders, the researchers found that PLTL in introductory engineering courses, to include statics and dynamics, increased student commitment to engineering and STEM pathways. The presentation will discuss how the scaffolding of our program created levels of ownership that instilled confidence in the peer leaders and participants. The results offer insight into the experiences that are most important to the students who attended the recitation sessions such as (a) the need to feel comfortable using the tools needed for studies; (b) assistance to make connections to course content and real world (i.e. community); (c) access to the tools needed for studies; (d) learned steps necessary for safety in the class or in labs; (e) learned ways to make a difference through a career in STEM.
Almost all of these items showed a positive increase in the students who participated in the PLTL activities and are a reflection of the success of the faculty and peer leaders to successfully implement PLTL in the recitation sessions. The investigative team found the support interventions provided the necessary structure so that non-traditional students, particularly Hispanic female students, have adequate support at early stages of engineering. The key takeaways provided insight into best practices including faculty guidance on implementing peer-led team learning exercises within engineering courses that have potential to increase underrepresented students’ commitment to engineering. Much attention has been focused on addressing these trends, yet little research, particularly within the area of engineering education, has addressed the tangential impact of PLTL on those faculty members and peer leaders who support students, but may not be professionally trained to provide such support.

AU  - Kimberly Luthi
AU  - Mohua Kar
AU  - Lisa Macon
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Equity in Engineering Education: The Experiences of Non-Traditional Students in Introductory Engineering Courses with Peer Learning Support
UR  - https://peer.asee.org/41955
DO  - 10.18260/1-2--41955
ER  -