RUcore: Rutgers University Community Repository
Living-learning communities in college
Descriptive
TitleInfo
Title
Living-learning communities in college
SubTitle
outcomes for women in engineering
Name
(type = personal)
NamePart
(type = family)
Lieberman
NamePart
(type = given)
Ellen Sue
NamePart
(type = date)
1963-
DisplayForm
Ellen Sue Lieberman
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Sadovnik
NamePart
(type = given)
Alan
DisplayForm
Alan Sadovnik
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Sadovnik
NamePart
(type = given)
Ellen
DisplayForm
Ellen Sadovnik
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Backstrand
NamePart
(type = given)
Jeffrey
DisplayForm
Jeffrey Backstrand
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Pacquiao
NamePart
(type = given)
Dula
DisplayForm
Dula Pacquiao
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Qureshi
NamePart
(type = given)
Rubab
DisplayForm
Rubab Qureshi
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School - Newark
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2018
DateOther
(qualifier = exact);
(type = degree)
2018-05
CopyrightDate
(encoding = w3cdtf)
2018
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
Women are underrepresented in most science, technology, engineering, and math majors in college (STEM). A survey of first year students at all four-year colleges in the U.S. indicated that only six percent of women intended to major in engineering (National Science Foundation, 2017). Undergraduate programs for women in engineering are important for the labor force.
Using a mixed method design, this study examined the recruitment, retention, and academic achievement of students in engineering at a large, public research university between fall 2012 and fall 2015. Through a case study of a women’s-only living-learning community (LLC), the experiences and outcomes for students in engineering were assessed. Data were obtained via semi-structured individual interviews and from student records. Using Eccles’ model of expectancy-value motivation theory, Astin’s theory of student involvement, social capital theory with how capital enables social networks to develop, the study examined the effects of a women-only LLC on the recruitment, retention, and academic achievement of engineering students; and the experiences of participants in the women-only LLC including its strengths and weaknesses.
Results showed a significant increase of women entering engineering (24%) in the four-year period, despite a two percent overall engineering enrollment decline. High School Grade Point Average (HS GPA) and Scholastic Aptitude Test (SAT) Math Scores were significant factors predicting retention and engineering grade point averages . Gender and race/ethnicity were not factors in predicting engineering retention or achievement. LLC women entered college with the lowest combined SAT scores of the comparison groups. However, for both years one and two they earned the highest engineering GPA and had the highest retention rate.
Themes of community, friendship, and peer encouragement created a strong and resilient social network. Connections to resources and access to faculty, especially women engineering faculty, were strengths of the community. A required Women and Gender Studies course was important because it was not engineering-related and offered small group discussions about global issues affecting women. Weaknesses of the LLC were feeling disconnected from non-engineering students and less involvement in non-engineering activities. Based on prior research of Living-Learning Communities, this study is a contribution to the field.
Using a mixed method design, this study examined the recruitment, retention, and academic achievement of students in engineering at a large, public research university between fall 2012 and fall 2015. Through a case study of a women’s-only living-learning community (LLC), the experiences and outcomes for students in engineering were assessed. Data were obtained via semi-structured individual interviews and from student records. Using Eccles’ model of expectancy-value motivation theory, Astin’s theory of student involvement, social capital theory with how capital enables social networks to develop, the study examined the effects of a women-only LLC on the recruitment, retention, and academic achievement of engineering students; and the experiences of participants in the women-only LLC including its strengths and weaknesses.
Results showed a significant increase of women entering engineering (24%) in the four-year period, despite a two percent overall engineering enrollment decline. High School Grade Point Average (HS GPA) and Scholastic Aptitude Test (SAT) Math Scores were significant factors predicting retention and engineering grade point averages . Gender and race/ethnicity were not factors in predicting engineering retention or achievement. LLC women entered college with the lowest combined SAT scores of the comparison groups. However, for both years one and two they earned the highest engineering GPA and had the highest retention rate.
Themes of community, friendship, and peer encouragement created a strong and resilient social network. Connections to resources and access to faculty, especially women engineering faculty, were strengths of the community. A required Women and Gender Studies course was important because it was not engineering-related and offered small group discussions about global issues affecting women. Weaknesses of the LLC were feeling disconnected from non-engineering students and less involvement in non-engineering activities. Based on prior research of Living-Learning Communities, this study is a contribution to the field.
Subject
(authority = RUETD)
Topic
Urban Systems
Subject
(authority = ETD-LCSH)
Topic
Women engineering students
Subject
(authority = ETD-LCSH)
Topic
Dormitory life
RelatedItem
(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_8997
PhysicalDescription
Form
(authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (313 pages : illustrations)
Note
(type = degree)
Ph.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Ellen Sue Lieberman
RelatedItem
(type = host)
TitleInfo
Title
Graduate School - Newark Electronic Theses and Dissertations
Identifier
(type = local)
rucore10002600001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/t3-hcv7-qw53
Genre
(authority = ExL-Esploro)
ETD doctoral
Back to the top
Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Lieberman
GivenName
Ellen
MiddleName
Sue
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2018-04-30 22:16:45
AssociatedEntity
Name
Ellen Lieberman
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - Newark
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Back to the top
Technical
RULTechMD
(ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
CreatingApplication
Version
1.6
DateCreated
(point = end);
(encoding = w3cdtf);
(qualifier = exact)
2018-05-16T13:39:02
DateCreated
(point = end);
(encoding = w3cdtf);
(qualifier = exact)
2018-05-16T11:26:51
ApplicationName
Mac OS X 10.12.6 Quartz PDFContext
Back to the top
Statistical Profile