Submitting Campus
Worldwide
Department
Graduate Studies
Document Type
Presentation without Video
Publication/Presentation Date
6-26-2022
Abstract/Description
This paper seeks to examine one aspect of the pilot research study entitled, “Engagement in Engineering Pathways: An Initiative to Retain Non-Traditional Students in Engineering” funded by the National Science Foundation Improving Undergraduate STEM Education grant program (Award No. 1712008). This three-year study examines the effect of the use of Peer-Led Team Learning (PLTL) on students’ academic performance, STEM experiences, and persistence in engineering programs [2]. The data collected is from May 2018- May 2020. The present study population is undergraduate engineering students at a multi-campus, federally designated Hispanic-serving, public, two-year college in the southeastern U.S. This paper will specifically address the effects of the PLTL on the student’s STEM experiences.
Sponsorship/Conference/Institution
ASEE 2022 Annual Conference
Paper Number
#38277
Number of Pages
7
Scholarly Commons Citation
Luthi, K. T., & Kar, M. (2022). Equity in Engineering Education: The Experiences of Non-Traditional Students in Introductory Engineering Courses with Peer Learning Support. , (). Retrieved from https://commons.erau.edu/publication/1935
