Asee peer logo

The Impact Of A Problem Solving, Team Based, Team Taught, Interdisciplinary, First Semester Learning Community On Nontraditional Technical Students At A Commuting Institution

Download Paper |

Conference

2001 Annual Conference

Location

Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001

ISSN

2153-5965

Page Count

15

Page Numbers

6.1012.1 - 6.1012.15

Permanent URL

https://peer.asee.org/9341

Download Count

47

Request a correction

Paper Authors

author page

Thomas Kist

author page

Barbara Goldberg

author page

William Lin

Download Paper |

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

Session 3650

The Impact of a Problem-solving, Team-based, Team-taught, Interdisciplinary Learning Community on Nontraditional Technical Students at a Commuting Institution

Barbara M. I. Goldberg, Ph.D., Thomas M. Kist, M.S, William T. Lin, Ph.D. DeVry Institute/DeVry Institute/Indiana University, Purdue University at Indianapolis

Abstract

This study focused on nontraditional, commuting, full-time students at a proprietary, technical, two and four year college in a large metropolitan area in central New Jersey and the impact of a problem-solving, team-based, team-taught, interdisciplinary learning community on these students 9. Many of these students are older than traditional college students, and many are minority and international students.

The study consisted of a cohort of 25 students in the Electronic Technician (ET) Certificate Program that represented 25/26 students or 96% of the total population eligible for the study. As part of their first term experience, an experimental class of 16 students was part of the newly designed course Team 112 in its team-taught learning community model while a control group of nine students experienced the same class in the model taught by one instructor unlinked to any other class. The research hypotheses tested were that first semester students in the team-taught learning community model of Team 112 would have significantly higher levels of academic and social integration and more positive perceptions of their academic and social experiences than the control class as well as higher Team and Computer course grades and grade point averages, more contact with their classmates and instructors, and greater commitment to the college and persistence into the second semester. Both quantitative and qualitative research methodologies analyzing data from a student self-reported survey as well as institutional data were employed to compare the academic behaviors and outcomes of learning community and non-learning community students and to understand from the students’ point of view their perception of the program.

Study results indicated that the team-taught learning community of Team 112 did, indeed, make a difference to the students in the experimental class. Study results yielded both quantitative and qualitative support for the hypotheses dealing with students’ perceptions of their experiences. Experimental students indicated that they experienced higher levels of academic and social integration than did the control students. Study results failed, however, to provide support for most of the hypotheses dealing with actual student behaviors and outcomes with the exception of strong statistical and qualitative support for student commitment to the college.

“Proceedings of the 2001 American Society for Engineering Education Annual Conference &Exposition Copyright  2001, American Society for Engineering Education”

Kist, T., & Goldberg, B., & Lin, W. (2001, June), The Impact Of A Problem Solving, Team Based, Team Taught, Interdisciplinary, First Semester Learning Community On Nontraditional Technical Students At A Commuting Institution Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9341

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2001 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015