June 15, 2019
June 15, 2019
June 19, 2019
Minorities in Engineering
This paper examines the evolution of learning community (LC) models on the retention, progression and academic performance of engineering students at a historically black university. It is well known that learning communities have a positive effect on measures of student academic performance including retention and graduation rates. They have been shown to facilitate both the academic and social transition to college for first-generation students. Different frameworks of learning community models have been developed and various classification types of have been reported. These types include linked courses, learning clusters, freshman interest groups, student type, collaborative and coordinated studies programs which can be implemented in both non-residential and residential forms.
We examine four LC models which were implemented at a large historically black university between 2000 and 2018. These models evolved from a strongly coupled student type LC from 2000 to 2005, a freshman interest group (FIG) model from 2006 to 2011, and a loosely coupled student type LC from 2012 to 2015. These models were all non-residential. A residential FIG model was established in 2015 and is currently in use.
Additionally, a description of co-curricular program activities for each model is given. For example, in the current residential FIG, students live on the same floor in the newest university residential hall. They are registered for the same First-Year Engineering Laboratory and mathematics course and required to complete at least three hours of study per week. Students also attend weekly meetings, serve as engineering ambassadors, and complete community service projects.
Perry, R., & Caldwell, C. V. (2019, June), Experience: An Examination of Learning Community Models on the Retention, Progression, and Academic Performance of Engineering Students at a Historically Black University Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32790
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