{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1225"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1225","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Engineering residential learning communities: evaluating the impact on freshmen engineering students","abstract":"The purpose of this study was to investigate the impact of an engineering living-learning community (ELLC) on freshmen enginering students. A control group of non-ELLC participants was used to compare the experiences of the ELLC students. Data were collected using Likert scale survey items and open-ended questions. Analysis of the survey data showed that there were significant differences between the ELLC students and non-ELLC students in how they responded to questions regarding social support, academic support, connectedness to campus, and satisfaction with the college of engineering and Rowan University. A focus group of ELLC participants was also conducted to get a better understanding of the participants' level of satisfaction in the program. Students reported that the ELLC program allowed them to make friends quickly and provided them with academic support. They also indicated that they wanted more say in ELLC programming and more diversity within the group. Furthermore, they mentioned that disputes were common among peers, but that they tended to be resolved quickly. Overall, the ELLC focus group said they were very satisfied or satisfied with the program and seemed happy to be part of the ELLC.","abstract_html":"The purpose of this study was to investigate the impact of an engineering living-learning community (ELLC) on freshmen enginering students. A control group of non-ELLC participants was used to compare the experiences of the ELLC students. Data were collected using Likert scale survey items and open-ended questions. Analysis of the survey data showed that there were significant differences between the ELLC students and non-ELLC students in how they responded to questions regarding social support, academic support, connectedness to campus, and satisfaction with the college of engineering and Rowan University. A focus group of ELLC participants was also conducted to get a better understanding of the participants' level of satisfaction in the program. Students reported that the ELLC program allowed them to make friends quickly and provided them with academic support. They also indicated that they wanted more say in ELLC programming and more diversity within the group. Furthermore, they mentioned that disputes were common among peers, but that they tended to be resolved quickly. Overall, the ELLC focus group said they were very satisfied or satisfied with the program and seemed happy to be part of the ELLC.","abstract_has_math":false,"creators":["Flynn, Margaret"],"institution":null,"degree_name":"M.A. Higher Education","degree_level":"Thesis","degree_discipline":"Educational Services, Administration, and Higher Education","degree_department":null,"school":null,"contributors":["Sisco, Burton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-08-20T07:00:00Z","date_published":"2012-08-20T07:00:00Z","updated_at":"2026-07-24T04:12:56Z","subjects":["Engineering students; Student housing--Resident satisfaction","Higher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/226","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sisco, Burton"]},{"key":"dc:creator","label":"Author","values":["Flynn, Margaret"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:50Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services, Administration, and Higher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Higher Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Engineering students; Student housing--Resident satisfaction","Higher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/226"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate the impact of an engineering living-learning community (ELLC) on freshmen enginering students. A control group of non-ELLC participants was used to compare the experiences of the ELLC students. Data were collected using Likert scale survey items and open-ended questions. Analysis of the survey data showed that there were significant differences between the ELLC students and non-ELLC students in how they responded to questions regarding social support, academic support, connectedness to campus, and satisfaction with the college of engineering and Rowan University. A focus group of ELLC participants was also conducted to get a better understanding of the participants' level of satisfaction in the program. Students reported that the ELLC program allowed them to make friends quickly and provided them with academic support. They also indicated that they wanted more say in ELLC programming and more diversity within the group. Furthermore, they mentioned that disputes were common among peers, but that they tended to be resolved quickly. Overall, the ELLC focus group said they were very satisfied or satisfied with the program and seemed happy to be part of the ELLC."]},{"key":"dc:title","label":"Title","values":["Engineering residential learning communities: evaluating the impact on freshmen engineering students"]}]}],"canonical_facts":{"dc:contributor":["Sisco, Burton"],"dc:creator":["Flynn, Margaret"],"dc:date.available":["2020-03-03T19:58:50Z"],"dc:description.abstract":["The purpose of this study was to investigate the impact of an engineering living-learning community (ELLC) on freshmen enginering students. A control group of non-ELLC participants was used to compare the experiences of the ELLC students. Data were collected using Likert scale survey items and open-ended questions. Analysis of the survey data showed that there were significant differences between the ELLC students and non-ELLC students in how they responded to questions regarding social support, academic support, connectedness to campus, and satisfaction with the college of engineering and Rowan University. A focus group of ELLC participants was also conducted to get a better understanding of the participants' level of satisfaction in the program. Students reported that the ELLC program allowed them to make friends quickly and provided them with academic support. They also indicated that they wanted more say in ELLC programming and more diversity within the group. Furthermore, they mentioned that disputes were common among peers, but that they tended to be resolved quickly. Overall, the ELLC focus group said they were very satisfied or satisfied with the program and seemed happy to be part of the ELLC."],"dc:identifier":["https://rdw.rowan.edu/etd/226"],"dc:subject":["Engineering students; Student housing--Resident satisfaction","Higher Education"],"dc:title":["Engineering residential learning communities: evaluating the impact on freshmen engineering students"],"thesis:degree_discipline":["Educational Services, Administration, and Higher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Higher Education"]},"updated_at":"2026-07-24T04:12:56Z"}