WSU Living Learning Communities
Implementation and Evaluation of the Science, Engineering, and Mathematics Living Learning Community
The goal of this project is to implement and conduct further evaluation and improvement of a Science Engineering and Mathematics Living Learning Community (SEMLLC) for freshman with the goal of retaining students in engineering.
With only one half of a percent of the average postsecondary student body enrolling in engineering and only half of those students remaining in engineering, many professional associations and governmental agencies are concerned about the state of engineering and science education and implications for the future workforce. This project aims to search for positive impacts upon retention by boosting social capital.
Social Capital and Learning Communities
The concept of social capital has been used as a conceptual framework to measure and analyze the benefits of social networks and norms. Social capital has been found to be positively correlated with multiple positive outcomes, such as educational attainment and academic achievement and retention in college and K-12.
In this light, the implementation, evaluation, and improvement of this program will be based on the concept of student social capital. Social capital consists of social networks, social norms, and the value of those social networks and norms. In addition to the value of using social capital as the theoretical framework for this program, the lack of research on social capital in engineering education will enhance the likelihood of this initial implementation and research effort being a stepping stone to additional extramurally funded research.
Living-learning communities can enhance the development of student social capital by providing extensive opportunities for students to network with other students, graduate students, and faculty. Positive interaction with each of these groups has been shown to have a positive effect on retention and academic achievement. Additionally, LLCs have been implemented and shown to have positive impacts on student retention, student engagement, and intellectual development. Noteworthy findings from the learning community literature include increased retention rates for women resulting from student-faculty interactions as a result of LLC programs and increased multidisciplinary collaboration between faculty working with LLC programs.
As summarized by researcher Jennifer Light, "Emerging research on learning communities is showing promise as an instructional method for improving engineering education by increasing academic abilities, attracting participation from women and minorities, and fostering positive attitudes toward college."
Program Scope
Research funded by the Office of Undergraduate Education and the College of Engineering and Architecture
Duration: 2007-2008
Funding Level: $21,500
Investigators:
- Shane Brown
- Karyn Hildreth