Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Abstract: This completely evidence-based paper focuses on the impact of the “Engineering Learning Community” on the retention rate of the first-year students. The Engineering Learning Community (ELC) was launched in 2016 and works to increase student collaboration from day one, and to increase interest in engineering through an introductory design course for first year freshman students. ELC students not only take this design course but are matriculated into common first year Math and English courses. These attributes are thought to enhance the student’s ability to overcome the hurdles of their first year and improve their interest in completing a four-year degree at the Engineering College. Since then, three cohorts of ELC students have been observed through the lens of retention, and this study is intended to show how the ELC is affiliated with retention. The results from this study indicate that first year GPA is strongly related to first year retention at the Engineering College, and that students participating in the ELC are observed to have a higher GPA at the end of their first year when compared to the rest of the students in the Engineering College. In addition, interviews with ELC members further demonstrate the influence of a cohort-style learning community on first-year students’ experiences in higher education.
Darbeheshti, M., & Schupbach, W., & Lafuente, A. C., & Altman, T., & Goodman, K., & Jacobson, M. S., & O'Brien, S. (2020, June), Learning Communities: Impact on Retention of First-year Students Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34899
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