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The Educational Learning Assistants Program: Increasing Retention Of The Engineering And Computer Science Sophomores

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Knowing Students: Diversity & Retention

Page Count

8

Page Numbers

8.1126.1 - 8.1126.8

Permanent URL

https://peer.asee.org/12428

Download Count

28

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Paper Authors

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E. Perry Deess

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Clarisa Gonzalez-Lenahan

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Vladimir Briller

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Raymond Calluori

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John Carpinelli

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1430

The Effectiveness of Education Learning Assistants Program for Student Retention

Vladimir Briller, John D. Carpinelli, E. Perry Deess, Raymond Calluori, Clarisa Gonzalez-Lenahan New Jersey Institute of Technology

Abstract

In 1995-1997, the New Jersey Institute of Technology (NJIT), via the Educational Opportunity Program (EOP), received funding from the Gateway Education Engineering Coalition for a retention initiative called the Educational Learning Assistants (ELA) Program. The main goal of the ELA program was to increase the retention rate of EOP sophomores; 422 students were served by this program. One of the objectives was to develop a special treatment which included, but was not limited to, the assignment of role model peers to work closely with the EOP residents and commuter sophomores to provide tutoring, peer counseling, and academic support workshops.

This paper analyzes the performance of students in this program to gauge its effectiveness.

The study is a quasi-experimental design: ELA students were included in the experimental group, and sophomores with similar gender/ethnic distribution, SAT and placement test scores were included in the comparison group. The study analyzed such learning outcomes as retention, graduation and passing rates of students in the ELA and comparison groups.

For 1995, 1996 and 1997 sophomore cohorts, the ELA students’ passing rates were slightly higher, although the difference was not statistically significant. The sophomore retention rates were the same for experimental and comparison groups after the first year of the program, however in the second and third years the retention rates of the experimental group were higher than the rates of the comparative group and the difference was statistically significant.

1. Introduction

The Educational Learning Assistants Program at the New Jersey Institute of Technology was created to increase the retention rate of sophomore students in NJIT's Educational Opportunity Program, which received funding from the Gateway Engineering Education Coalition. Although most EOP students did successfully complete their freshman year, there was a significant drop in

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education

Deess, E. P., & Gonzalez-Lenahan, C., & Briller, V., & Calluori, R., & Carpinelli, J. (2003, June), The Educational Learning Assistants Program: Increasing Retention Of The Engineering And Computer Science Sophomores Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/12428

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