Presentation without Video
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 . 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.
ASEE 2022 Annual Conference
Number of Pages
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