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Work in Progress: First-Year Engineering College Students: Value Created from Participating in a Living/Learning Community

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2019 ASEE Annual Conference & Exposition


Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

First-Year Programs: Work in Progress Postcard Session

Tagged Division

First-Year Programs

Tagged Topic


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Paper Authors


Krishna Pakala Boise State University

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Krishna Pakala, Ph.D., is an Clinical Associate Professor at Boise State University, Idaho. His academic research interests include innovative teaching and learning strategies, use of emerging technologies, and mobile teaching and learning strategies.

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Kim M. B. Tucker Boise State University

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Kim Tucker is currently completing her Doctoral Degree in Curriculum and Instruction and works as the Coordinator of Residential Learning for in the Living Learning Program at Boise State University. Kim’s research passions are examining how social learning can lead to impactful learning experiences and a stronger sense of community. Kim is passionate about providing students with opportunities where they can enhance meaningful relationships with their peers, professors, and within their own community.

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Samantha Schauer Boise State University

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Samantha Schauer is a student at Boise State University, graduating in May 2020 with a Bachelor's degree in Mechanical Engineering and a minor in Applied Mathematics. Samantha works as an Undergraduate Research Assistant under Dr. Krishna Pakala. She is also actively involved in the Honors College, the Society of Women Engineers, and the Tau Beta Pi Engineering Honor Society.

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This Work in Progress paper examines how to capture the perceived value obtained from first-year engineering college students (FYECS) obtain from participating in the Engineering and Innovation Residential College (EIRC), a living learning community (LLC). People are social by nature and thrive through collaborating and living with others who share similar passions; however, oftentimes FYECS do not have a community of like-minded peers where support, innovation, discourse, and collaboration can take place. Adding to FYECS struggles is the fact that many do not have a mentor in their related field and are unable to start building their professional repertoire, network, technical skills, or their content knowledge related to engineering. Simply put, many FYECS do not identify with a community. The EIRC can be described as a Community of Practice (CoP) where a group of individuals have a shared vision, mutual engagement, shared repertoire, and joint enterprise. The Value Creation Framework, constructed by Wenger, Trayner, and de Laat [1] focuses on assigning value which can be produced through social learning. This theoretical framework can be used as an analytical tool to evaluate the value created within the Community of Practice such as the students living in the EIRC.

Pakala, K., & Tucker, K. M. B., & Schauer, S. (2019, June), Work in Progress: First-Year Engineering College Students: Value Created from Participating in a Living/Learning Community Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33620

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