The impact of a living learning community on first-year engineering students

Flynn, Margaret; Everett, John W.; Whittinghill, Dexter C.

doi:10.1080/03043797.2015.1059408

Cited by 20 publications

(11 citation statements)

References 8 publications

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“…This study supports previous research (Strayhorn, 2018;Gillen-O'Neel, 2019) that campus involvement or engagement influences students' sense of belonging. The link found between perceived peer support and living in an LLC supports previous research findings that students living in an LLC report a greater sense of belonging than non-LLC students (Spanierman et al, 2013;Johnson et al, 2020;Flynn et al, 2016).…”

Section: Summary Of Resultssupporting

confidence: 87%

“…Additionally, students participating in such communities were more likely to persist in college (Tinto & Goodsell, 1993), were more engaged overall, and showed greater gains in intellectual and social development (Shapiro & Levine, 1999) when compared to their peers who were not involved in an LLC. There is also evidence that participation in LLCs leads students to feel more connected to the college or university (Pike, 1999;Inkelas et al, 2007;Wawrzynski & Jessup-Anger, 2010;Flynn, Everett, & Whittinghill, 2016).…”

Section: Living Learning Communitiesmentioning

confidence: 99%

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Impact of first-generation status, living in an LCC, and campus club involvement on sense of belonging in the first semester

Jones¹,

Morrow²

2022

JCAPS

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To determine if first-generation status, living in an LLC, and campus club involvement affect students’ sense of belonging in their first semester of college, the researchers surveyed first-year college students enrolled at a large, public research institution during their first semester. Multiple regression analyses found campus club involvement to be a significant predictor of sense of belonging on all four subscales of the Sense of Belonging Scale: perceived peer support, perceived classroom comfort, perceived isolation, and perceived faculty support. Living in an LLC was also found to be a significant predictor of perceived peer support, but not in perceived classroom comfort, perceived isolation, or perceived faculty support. First-generation status did not emerge as a significant predictor for any of the four areas of sense of belonging. Findings revealed the significant role campus involvement has on college students’ sense of belonging in the first semester.

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Section: Summary Of Resultssupporting

confidence: 87%

Section: Living Learning Communitiesmentioning

confidence: 99%

Impact of first-generation status, living in an LCC, and campus club involvement on sense of belonging in the first semester

Jones¹,

Morrow²

2022

JCAPS

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“…International and Russian studies highlight different modern problems of higher education for engineers: the importance of creating new standards for training engineers by way of expanding humanities (Hadgraft, 2017;Lazutina, Tempel, & Tempel, 2017); the need to balance the theory, practice and experience in the educating process (Nickola & Kriek, 2017); the motivation to learn including the humanities (Kitovа, 2015;Pokrovskaya, Petrov, & Gridneva, 2018;Popova & Vdovina, 2016;Reyes, Enfedaque, & Gálvez, 2017); need for continuing of engineering education (Lawanto, Uziak, Villanueva & Scheaffer, 2017); formation of a correct understanding of technical terminology from the point of the scientific research culture (Nikiforova, 2015); develop of sociocultural skills, including legal competence, as our society requires (Chudinov, 2013) and no exit out the bounds of the technical sciences in engineer education (Cheshev, 2016;Egbert, Everett, Crockett, Farrell & Staehle, 2018;Flynn, Everett & Whittinghill, 2015;Gazaliyev, Yegorov, Ogoltsova, Yerakhtina, 2015). However, it remains unclear what legal competence of future engineer is.…”

Section: Problem Statementmentioning

confidence: 99%

Legal Competency Of The Future Engineer

Shikhanova¹

2019

The European Proceedings of Social and Behavioural Sciences

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Problems of engineering education all over the world raise questions of the future engineer competency. And modern society requires that the engineer has legal competency, which is the main part of the personal legal culture. However, among researchers there is still no common understanding of what competency and competence are, and how they relate to legal culture. The purpose of this study is to define the concept of the engineer's legal competency and to determine its role in forming legal culture. For this purpose we analyzed the researches on the topic of competence-based approach and engineering education, studied Russian legislation in the field of education, took into account the pedagogical experience of the authors, observed the students and interviewed them. As a result, we systematized the competences of tech fields of education (bachelor degree), taking into account their legal nature, formulated the most comprehensive understanding of legal competency in our opinion, determined the ratio of legal competency and legal culture. This allowed us to point out the shortcomings of the engineering education system in the formation of a legal culture and suggest how these gaps can be filled and give recommendations for the formation of high level legal culture as well.

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“…3 In addition, engineering students that participated in the living learning community were positively impacted by the transition from high school to university by this program, connected positively with the university, had better peer relations, and an overall satisfaction with their experiences. 2 Satisfaction ignites an urge in students to return to the program where they were able to grow as learners and develop as individuals. Students who return to STEM learning communities for another year show exactly how positive the experience was for the students.…”

Section: Literature Reviewmentioning

confidence: 99%

Board # 64 : The Status of STEM Living Communities

Harding¹,

Fox²,

McIntyre³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Pat has been a member of the faculty for over 32 years. She has previously served as Associate Chair and Associate Dean in the School. Pat teaches leadership, ethics, sustainability, and study abroad courses. She has held a number of leadership roles in the American Society for Engineering Education (ASEE) including four terms on the ASEE Board as well as serving two times as the Chair of Engineering Technology Council. Pat is a Fellow of ASEE. Her research interests include sustainability and study abroad education.

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The impact of a living learning community on first-year engineering students

Cited by 20 publications

References 8 publications

Impact of first-generation status, living in an LCC, and campus club involvement on sense of belonging in the first semester

Impact of first-generation status, living in an LCC, and campus club involvement on sense of belonging in the first semester

Legal Competency Of The Future Engineer

Board # 64 : The Status of STEM Living Communities

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