Literaturnachweis - Detailanzeige
| Autor/inn/en | Flynn, Margaret A.; Everett, Jess W.; Whittinghill, Dex |
|---|---|
| Titel | The Impact of a Living Learning Community on First-Year Engineering Students |
| Quelle | In: European Journal of Engineering Education, 41 (2016) 3, S.331-341 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0304-3797 |
| DOI | 10.1080/03043797.2015.1059408 |
| Schlagwörter | Engineering; Engineering Education; Control Groups; Comparative Analysis; Higher Education; Resident Advisers; College Students; College Freshmen; Academic Achievement; Surveys; College Faculty; Teacher Student Relationship; Statistical Analysis; Likert Scales; Monte Carlo Methods; Grade Point Average; Academic Persistence |
| Abstract | The purpose of this study was to investigate the impact of an engineering living and learning community (ELC) on first-year engineering students. A control group of non-ELC students was used to compare the experiences of the ELC participants. Analysis of survey data showed that there was significant differences between the ELC students and the non-ELC students in how they responded to questions regarding social support, academic support, connectedness to campus, and satisfaction with the College of Engineering and the institution as a whole. Particularly, there were significant differences between ELC and non-ELC students for questions related to feeling like part of an engineering community, having strong relationships with peers, belonging to a supportive peer network, studying with engineering peers, and spending time with classmates outside of class. (As Provided). |
| Anmerkungen | Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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