A Peer Led Team Learning Program For Freshmen Engineering Students

Impact on Retention

Pilar Pazos, Denise L Drane, Gregory Light, Annette Munkeby

Research output: Contribution to conferencePaper

Abstract

This paper evaluates an innovative instructional approach based on peer-led team learning available to freshman students in the Engineering School at an R1 university in the Midwest. The paper builds on results of a previous study which found a positive impact of the program on grades, an effect that was particularly significant for women. In an attempt to go one step further in evaluating the program’s impact on academic success, we assessed the impact on student retention in a four course engineering sequence. The Workshop Program itself consists of small, diverse groups of students meeting weekly to tackle conceptually-based, challenging problems related to their classes. The program aims to promote conceptual learning and high academic achievement using a collaborative environment and is optional and complementary to the lecture classes. Retention was evaluated based on completion of a 4-course required sequence that is a core component of the engineering curriculum. Logistic regression analysis was conducted using incoming math SAT to control for pre-existing differences in students academic ability. Results indicate that students in the workshop have a significantly higher probability of completing the four-course sequence. Findings indicate that a workshop program using undergraduate leaders is an appropriate model for increasing students’ academic success in freshmen undergraduate engineering courses.
Original languageEnglish (US)
Pages12.87.1-12.87.12
Number of pages12
StatePublished - 2007
Event2007 Annual Conference & Exposition American Society for Engineering Education - Honolulu, United States
Duration: Jun 24 2007Jun 27 2007

Conference

Conference2007 Annual Conference & Exposition American Society for Engineering Education
CountryUnited States
CityHonolulu
Period6/24/076/27/07

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engineering
learning
student
academic success
academic achievement
small group
regression analysis
logistics
leader
curriculum
university
ability
school

Cite this

Pazos, P., Drane, D. L., Light, G., & Munkeby, A. (2007). A Peer Led Team Learning Program For Freshmen Engineering Students: Impact on Retention. 12.87.1-12.87.12. Paper presented at 2007 Annual Conference & Exposition American Society for Engineering Education, Honolulu, United States.
Pazos, Pilar ; Drane, Denise L ; Light, Gregory ; Munkeby, Annette. / A Peer Led Team Learning Program For Freshmen Engineering Students : Impact on Retention. Paper presented at 2007 Annual Conference & Exposition American Society for Engineering Education, Honolulu, United States.12 p.
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title = "A Peer Led Team Learning Program For Freshmen Engineering Students: Impact on Retention",
abstract = "This paper evaluates an innovative instructional approach based on peer-led team learning available to freshman students in the Engineering School at an R1 university in the Midwest. The paper builds on results of a previous study which found a positive impact of the program on grades, an effect that was particularly significant for women. In an attempt to go one step further in evaluating the program’s impact on academic success, we assessed the impact on student retention in a four course engineering sequence. The Workshop Program itself consists of small, diverse groups of students meeting weekly to tackle conceptually-based, challenging problems related to their classes. The program aims to promote conceptual learning and high academic achievement using a collaborative environment and is optional and complementary to the lecture classes. Retention was evaluated based on completion of a 4-course required sequence that is a core component of the engineering curriculum. Logistic regression analysis was conducted using incoming math SAT to control for pre-existing differences in students academic ability. Results indicate that students in the workshop have a significantly higher probability of completing the four-course sequence. Findings indicate that a workshop program using undergraduate leaders is an appropriate model for increasing students’ academic success in freshmen undergraduate engineering courses.",
author = "Pilar Pazos and Drane, {Denise L} and Gregory Light and Annette Munkeby",
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note = "2007 Annual Conference & Exposition American Society for Engineering Education ; Conference date: 24-06-2007 Through 27-06-2007",

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Pazos, P, Drane, DL, Light, G & Munkeby, A 2007, 'A Peer Led Team Learning Program For Freshmen Engineering Students: Impact on Retention' Paper presented at 2007 Annual Conference & Exposition American Society for Engineering Education, Honolulu, United States, 6/24/07 - 6/27/07, pp. 12.87.1-12.87.12.

A Peer Led Team Learning Program For Freshmen Engineering Students : Impact on Retention. / Pazos, Pilar; Drane, Denise L; Light, Gregory; Munkeby, Annette.

2007. 12.87.1-12.87.12 Paper presented at 2007 Annual Conference & Exposition American Society for Engineering Education, Honolulu, United States.

Research output: Contribution to conferencePaper

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T2 - Impact on Retention

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AU - Drane, Denise L

AU - Light, Gregory

AU - Munkeby, Annette

PY - 2007

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N2 - This paper evaluates an innovative instructional approach based on peer-led team learning available to freshman students in the Engineering School at an R1 university in the Midwest. The paper builds on results of a previous study which found a positive impact of the program on grades, an effect that was particularly significant for women. In an attempt to go one step further in evaluating the program’s impact on academic success, we assessed the impact on student retention in a four course engineering sequence. The Workshop Program itself consists of small, diverse groups of students meeting weekly to tackle conceptually-based, challenging problems related to their classes. The program aims to promote conceptual learning and high academic achievement using a collaborative environment and is optional and complementary to the lecture classes. Retention was evaluated based on completion of a 4-course required sequence that is a core component of the engineering curriculum. Logistic regression analysis was conducted using incoming math SAT to control for pre-existing differences in students academic ability. Results indicate that students in the workshop have a significantly higher probability of completing the four-course sequence. Findings indicate that a workshop program using undergraduate leaders is an appropriate model for increasing students’ academic success in freshmen undergraduate engineering courses.

AB - This paper evaluates an innovative instructional approach based on peer-led team learning available to freshman students in the Engineering School at an R1 university in the Midwest. The paper builds on results of a previous study which found a positive impact of the program on grades, an effect that was particularly significant for women. In an attempt to go one step further in evaluating the program’s impact on academic success, we assessed the impact on student retention in a four course engineering sequence. The Workshop Program itself consists of small, diverse groups of students meeting weekly to tackle conceptually-based, challenging problems related to their classes. The program aims to promote conceptual learning and high academic achievement using a collaborative environment and is optional and complementary to the lecture classes. Retention was evaluated based on completion of a 4-course required sequence that is a core component of the engineering curriculum. Logistic regression analysis was conducted using incoming math SAT to control for pre-existing differences in students academic ability. Results indicate that students in the workshop have a significantly higher probability of completing the four-course sequence. Findings indicate that a workshop program using undergraduate leaders is an appropriate model for increasing students’ academic success in freshmen undergraduate engineering courses.

M3 - Paper

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Pazos P, Drane DL, Light G, Munkeby A. A Peer Led Team Learning Program For Freshmen Engineering Students: Impact on Retention. 2007. Paper presented at 2007 Annual Conference & Exposition American Society for Engineering Education, Honolulu, United States.