Impacts of a Combined Living-Learning Community on Attitudes and College Engagement of Engineering Freshmen
Abstract
Preparation for a diverse workforce of engineering graduates suited for professional practice or graduate school is a major challenge to engineering educators. Immense challenges occur during student’s first year in higher education where high attrition typically occurs among prospective engineering students.
A living-learning community model was developed for engineering students at Washington State University combing residential and academic learning community features as a means for improving retention and academic success in engineering. Living-learning community freshmen shared four classes, lived in a common residence hall, and engaged in facilitated group activities. Self-reporting surveys were used to document attitudes and activities of both learning community and control students at the start and end of their first semester. Results indicated that the living-learning community offers significant benefits toward achieving important goals of these students and produces more positive attitudes about engineering.
About Publication
Journal
Proceedings of the Annual Conference of the American Society for Engineering Education, Salt Lake City, UT. 2004.
Authors
Light, J. and D. Davis