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Create learning communities to enhance success for students with diverse academic preparation background

机译：创造学习社区，以加强对多元化的学生的成功

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摘要

Learning communities have been demonstrated to improve student success, particularly for first-time, first-year students making the transition from high school to college. At Western Michigan University (WMU) College of Engineering and Applied Sciences (CEAS), the challenge to creating learning communities is the diverse academic preparation background of the first-time, first-year students, as indicated in the first-semester mathematics placement. Another challenge to creating learning communities is the lack of a common first-year engineering curriculum or core for the 15 undergraduate engineering and applied sciences programs. In addition to student learning communities, the WMU-CEAS program to improve student success and retention includes a faculty learning community and revision of several first-year science, technology, engineering, and mathematics (STEM) courses. In this paper, the details of the process for creating learning communities for students with diverse academic backgrounds will be presented, and the improvement in first-year STEM courses will be described. Preliminary results indicate CEAS students placed in learning communities have a higher successful course completion rate (grade=/≫C) of first-year STEM courses than the comparison group of non-learning community students, and the second-year and third-year retention rates to CEAS have improved by about 10% above the historic retention rates of the college.
机译：学习社区已被证明以提高学生成功，特别是第一年级的第一年级学生从高中到大学的过渡。在密歇根州大学（WMU）工程和应用科学学院（CEAS），创造学习社区的挑战是第一次，一年级学生的多元化学习背景，如第一学期数学展示所示。建立学习社区的另一个挑战是缺乏15年度本科工程和应用科学计划的普通普通工程课程或核心。除了学生学习社区外，为提高学生成功和保留的WMU-CEA方案还包括一个教师学习界和修订几家第一年的科学，技术，工程和数学（Stew）课程。在本文中，将提出为具有多样化学术背景的学生创建学习社区的过程的细节，并将描述第一年的茎秆课程的改善。初步结果表明，在非学习社区学生的比较小组和第二年和第三年保留的比较小组的成功课程完成率（成绩= /»= / _C）的成功课程完工率较高CEA的率提高了大专以上历史保留率的10％。

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